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For: Taylor K, Rohrer D. The effects of interleaved practice. Appl Cognit Psychol 2009. [DOI: 10.1002/acp.1598] [Citation(s) in RCA: 141] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Number Cited by Other Article(s)
51
The Complexities of Learning Categories Through Comparisonsa. PSYCHOLOGY OF LEARNING AND MOTIVATION 2017. [DOI: 10.1016/bs.plm.2016.11.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
52
Derfler-Rozin R, Moore C, Staats BR. Reducing Organizational Rule Breaking Through Task Variety: How Task Design Supports Deliberative Thinking. ORGANIZATION SCIENCE 2016. [DOI: 10.1287/orsc.2016.1094] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
53
Linderholm T, Dobson J, Yarbrough MB. The benefit of self-testing and interleaving for synthesizing concepts across multiple physiology texts. ADVANCES IN PHYSIOLOGY EDUCATION 2016;40:329-334. [PMID: 27445281 DOI: 10.1152/advan.00157.2015] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2015] [Accepted: 04/26/2016] [Indexed: 06/06/2023]
54
Carter CE, Grahn JA. Optimizing Music Learning: Exploring How Blocked and Interleaved Practice Schedules Affect Advanced Performance. Front Psychol 2016;7:1251. [PMID: 27588014 PMCID: PMC4989027 DOI: 10.3389/fpsyg.2016.01251] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2016] [Accepted: 08/05/2016] [Indexed: 12/04/2022]  Open
55
Kornell N, Hausman H. Do the Best Teachers Get the Best Ratings? Front Psychol 2016;7:570. [PMID: 27199807 PMCID: PMC4842911 DOI: 10.3389/fpsyg.2016.00570] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2016] [Accepted: 04/06/2016] [Indexed: 11/13/2022]  Open
56
Carvalho PF, Braithwaite DW, de Leeuw JR, Motz BA, Goldstone RL. An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses. PLoS One 2016;11:e0152115. [PMID: 27003164 PMCID: PMC4803187 DOI: 10.1371/journal.pone.0152115] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2015] [Accepted: 03/09/2016] [Indexed: 11/18/2022]  Open
57
Powers KL, Brooks PJ, Galazyn M, Donnelly S. Testing the Efficacy of MyPsychLab to Replace Traditional Instruction in a Hybrid Course. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2016. [DOI: 10.1177/1475725716636514] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
58
Kang SHK. Spaced Repetition Promotes Efficient and Effective Learning. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/2372732215624708] [Citation(s) in RCA: 124] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
59
Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9349-8] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
60
Chen R, Grierson L, Norman G. Manipulation of cognitive load variables and impact on auscultation test performance. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015;20:935-952. [PMID: 25430065 DOI: 10.1007/s10459-014-9573-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2014] [Accepted: 11/20/2014] [Indexed: 06/04/2023]
61
Putting category learning in order: Category structure and temporal arrangement affect the benefit of interleaved over blocked study. Mem Cognit 2015;42:481-95. [PMID: 24092426 DOI: 10.3758/s13421-013-0371-0] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
62
Soderstrom NC, Bjork RA. Learning Versus Performance. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2015;10:176-99. [DOI: 10.1177/1745691615569000] [Citation(s) in RCA: 258] [Impact Index Per Article: 28.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
63
Hausman H, Kornell N. Mixing topics while studying does not enhance learning. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2014. [DOI: 10.1016/j.jarmac.2014.03.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
64
Carvalho PF, Goldstone RL. Effects of interleaved and blocked study on delayed test of category learning generalization. Front Psychol 2014;5:936. [PMID: 25202296 PMCID: PMC4141442 DOI: 10.3389/fpsyg.2014.00936] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2014] [Accepted: 08/06/2014] [Indexed: 11/13/2022]  Open
65
The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study. Psychon Bull Rev 2014;22:281-8. [DOI: 10.3758/s13423-014-0676-4] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
66
Goldin SB, Horn GT, Schnaus MJ, Grichanik M, Ducey AJ, Nofsinger C, Hernandez DJ, Shames ML, Singh RP, Brannick MT. FLS skill acquisition: a comparison of blocked vs interleaved practice. JOURNAL OF SURGICAL EDUCATION 2014;71:506-512. [PMID: 24969672 DOI: 10.1016/j.jsurg.2014.01.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2013] [Revised: 12/11/2013] [Accepted: 01/05/2014] [Indexed: 06/03/2023]
67
Rawson KA, Thomas RC, Jacoby LL. The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts. EDUCATIONAL PSYCHOLOGY REVIEW 2014. [DOI: 10.1007/s10648-014-9273-3] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
68
Why interleaving enhances inductive learning: the roles of discrimination and retrieval. Mem Cognit 2014;41:392-402. [PMID: 23138567 DOI: 10.3758/s13421-012-0272-7] [Citation(s) in RCA: 119] [Impact Index Per Article: 11.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
69
The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychon Bull Rev 2014;21:1323-30. [DOI: 10.3758/s13423-014-0588-3] [Citation(s) in RCA: 62] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
70
Küpper-Tetzel CE. Understanding the Distributed Practice Effect. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2014. [DOI: 10.1027/2151-2604/a000168] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
71
How Should Intelligent Tutoring Systems Sequence Multiple Graphical Representations of Fractions? A Multi-Methods Study. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2013. [DOI: 10.1007/s40593-013-0011-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
72
Goldenberg ER, Sandhofer CM. Same, varied, or both? Contextual support aids young children in generalizing category labels. J Exp Child Psychol 2013;115:150-62. [PMID: 23453526 DOI: 10.1016/j.jecp.2012.11.011] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2012] [Revised: 11/14/2012] [Accepted: 11/16/2012] [Indexed: 10/27/2022]
73
The effects of interleaving versus blocking on foreign language pronunciation learning. Mem Cognit 2013;41:671-82. [DOI: 10.3758/s13421-012-0291-4] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
74
Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving Students’ Learning With Effective Learning Techniques. Psychol Sci Public Interest 2013;14:4-58. [DOI: 10.1177/1529100612453266] [Citation(s) in RCA: 1389] [Impact Index Per Article: 126.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
75
Pani JR, Chariker JH, Naaz F. Computer-based learning: interleaving whole and sectional representation of neuroanatomy. ANATOMICAL SCIENCES EDUCATION 2013;6:11-8. [PMID: 22761001 PMCID: PMC4399858 DOI: 10.1002/ase.1297] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2012] [Accepted: 05/23/2012] [Indexed: 05/17/2023]
76
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2012. [DOI: 10.1016/j.jarmac.2012.09.002] [Citation(s) in RCA: 147] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
77
Bjork RA, Dunlosky J, Kornell N. Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol 2012;64:417-44. [PMID: 23020639 DOI: 10.1146/annurev-psych-113011-143823] [Citation(s) in RCA: 382] [Impact Index Per Article: 31.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
78
Carvalho PF, Albuquerque PB. Memory encoding of stimulus features in human perceptual learning. JOURNAL OF COGNITIVE PSYCHOLOGY 2012. [DOI: 10.1080/20445911.2012.675322] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
79
Son LK, Simon DA. Distributed Learning: Data, Metacognition, and Educational Implications. EDUCATIONAL PSYCHOLOGY REVIEW 2012. [DOI: 10.1007/s10648-012-9206-y] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
80
Carpenter SK, Cepeda NJ, Rohrer D, Kang SHK, Pashler H. Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction. EDUCATIONAL PSYCHOLOGY REVIEW 2012. [DOI: 10.1007/s10648-012-9205-z] [Citation(s) in RCA: 207] [Impact Index Per Article: 17.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
81
Wissman KT, Rawson KA, Pyc MA. How and when do students use flashcards? Memory 2012;20:568-79. [DOI: 10.1080/09658211.2012.687052] [Citation(s) in RCA: 62] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
82
Rohrer D. Interleaving Helps Students Distinguish among Similar Concepts. EDUCATIONAL PSYCHOLOGY REVIEW 2012. [DOI: 10.1007/s10648-012-9201-3] [Citation(s) in RCA: 113] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
83
Cromley JG, Byrnes JP. Instruction and cognition. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2012;3:545-553. [DOI: 10.1002/wcs.1192] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
84
Dobson JL. Effect of selected "desirable difficulty" learning strategies on the retention of physiology information. ADVANCES IN PHYSIOLOGY EDUCATION 2011;35:378-383. [PMID: 22139774 DOI: 10.1152/advan.00039.2011] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
85
Agarwal PK, Roediger HL. Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory 2011;19:836-52. [PMID: 21995673 DOI: 10.1080/09658211.2011.613840] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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