| P50 | author | Henry L. Roediger III | Q612094 |
| P2093 | author name string | Megan A Smith | |
| P2860 | cites work | Subjective organization in free recall of "unrelated" words. | Q52139781 |
| | Learning theory and the new "mental chemistry". | Q52143208 |
| | Inferring decay in short-term memory: The issue of capacity. | Q52239839 |
| | Function of test trials in paired-associate learning | Q52273057 |
| | Learning as accumulation: a reexamination of the learning curve | Q52303679 |
| | All-or-none and conservation effects in the learning and retention of paired associates. | Q52359207 |
| | Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? | Q55953698 |
| | Evaluating forgetting curves | Q56048098 |
| | The role of repetition in associative learning | Q74481792 |
| | Repeated retrieval during learning is the key to long-term retention☆ | Q29028021 |
| | Producing high-dimensional semantic spaces from lexical co-occurrence | Q30048277 |
| | The effects of tests on learning and forgetting | Q33329635 |
| | Test-enhanced learning: taking memory tests improves long-term retention | Q34498251 |
| | The influence of retrieval on retention | Q34541521 |
| | The critical role of retrieval practice in long-term retention | Q34624413 |
| | Processing approaches to cognition: the impetus from the levels-of-processing framework | Q34978912 |
| | Distributed practice in verbal recall tasks: A review and quantitative synthesis | Q36486047 |
| | Test-potentiated learning: distinguishing between direct and indirect effects of tests | Q37150715 |
| | The one-trial learning controversy and its aftermath: remembering Rock (1957) | Q37185664 |
| | Expectation of a final cumulative test enhances long-term retention | Q38394735 |
| | What types of learning are enhanced by a cued recall test? | Q38398989 |
| | Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect | Q38488912 |
| | The testing effect in free recall is associated with enhanced organizational processes | Q38496809 |
| | Inhibiting effects of recall | Q38506898 |
| | The Power of Testing Memory: Basic Research and Implications for Educational Practice | Q38543573 |
| | Remembering can cause forgetting: retrieval dynamics in long-term memory. | Q45938581 |
| | The English Lexicon Project | Q48378045 |
| | When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. | Q51013276 |
| | Why Testing Improves Memory: Mediator Effectiveness Hypothesis | Q51034047 |
| | Metacognitive control and strategy selection: deciding to practice retrieval during learning. | Q51861234 |
| | Testing during study insulates against the buildup of proactive interference. | Q51876442 |
| | The critical importance of retrieval for learning. | Q51893820 |
| | Different rates of forgetting following study versus test trials. | Q51943136 |
| | The power law repealed: the case for an exponential law of practice. | Q52076178 |
| | Hypermnesia: the role of repeated testing. | Q52100174 |
| P433 | issue | 7 | |
| P304 | page(s) | 989-1002 | |
| P577 | publication date | 2012-10-01 | |
| P1433 | published in | Memory and Cognition | Q15763783 |
| P1476 | title | The "pure-study" learning curve: the learning curve without cumulative testing. | |
| P478 | volume | 40 | |