Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events
暂无分享,去创建一个
[1] Johannes Engelkamp,et al. Image- and motor-processes in the retention of verbal materials. , 1980 .
[2] Christopher A. Rowland. The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. , 2014, Psychological bulletin.
[3] Henry L. Roediger,et al. Memory for actions: How different? , 2010 .
[4] Jeffrey D. Karpicke. Retrieval-Based Learning , 2012 .
[5] M. Kahana. Associative symmetry and memory theory , 2002, Memory & cognition.
[6] A. Kersten,et al. Adult Age Differences in Memory for Verbs and Nouns , 2000 .
[7] Jeffrey D. Karpicke,et al. Retrieval-Based Learning: An Episodic Context Account , 2014 .
[8] K. Rawson,et al. Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter. , 2015, Journal of experimental psychology. Learning, memory, and cognition.
[9] G. Cumming. The New Statistics: Why and How , 2013 .
[10] Robert A. Bjork,et al. A new theory of disuse and an old theory of stimulus fluctuation , 1992 .
[11] Silvia Mecklenbräuker,et al. Decomposing the memory processes contributing to enactment effects by multinomial modelling , 2009 .
[12] L. Nilsson,et al. The role of integration in recognition failure and action memory , 1998, Memory & cognition.
[13] Jonas K. Olofsson,et al. Effects of testing on subsequent re-encoding and long-term forgetting of action-relevant materials: On the influence of recall type. , 2015, Scandinavian journal of psychology.
[14] Kathleen B. McDermott,et al. Test-potentiated learning: distinguishing between direct and indirect effects of tests. , 2013, Journal of experimental psychology. Learning, memory, and cognition.
[15] Jeffrey D. Karpicke,et al. Test-Enhanced Learning , 2006, Psychological science.
[16] Alan W. Kersten,et al. Semantic context influences memory for verbs more than memory for nouns , 2004, Memory & cognition.
[17] Monika Knopf,et al. The enactment effect in a multi-trial free-recall paradigm , 2014 .
[18] Adam L. Putnam,et al. Does response mode affect amount recalled or the magnitude of the testing effect? , 2013, Memory & cognition.
[19] R. Bjork,et al. Why Tests Appear to Prevent Forgetting: A Distribution-Based Bifurcation Model. , 2011 .
[20] Hubert D. Zimmer,et al. Pair-relational encoding of performed nouns and verbs , 1991 .
[21] E. Martin,et al. Stimulus meaningfulness and paired-associate transfer: an encoding variability hypothesis. , 1968, Psychological review.
[22] Lars-Göran Nilsson,et al. Individual and combined effects of enactment and testing on memory for action phrases. , 2014, Experimental psychology.
[23] Neil W. Mulligan,et al. Enactment and retrieval , 2010, Memory & cognition.
[24] Katherine A Rawson,et al. Why is test-restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. , 2012, Journal of experimental psychology. Learning, memory, and cognition.
[25] J. Engelkamp. Memory for actions , 1998 .
[26] Shana K. Carpenter,et al. Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect. , 2011, Journal of experimental psychology. Learning, memory, and cognition.
[27] Integration versus nonintegration of noun pairs and verb pairs under enactment and nonenactment conditions , 1991 .
[28] Reza Kormi-Nouri,et al. The nature of memory for action events: An episodic integration view , 1995 .
[29] Harold Pashler,et al. Testing beyond words: Using tests to enhance visuospatial map learning , 2007, Psychonomic bulletin & review.
[30] B. Molander,et al. Norms for 439 action events: familiarity, emotionality, motor activity, and memorability. , 1998, Scandinavian journal of psychology.
[31] Veit Kubik. Effects of Testing and Enactment on Memory , 2014 .
[32] Richard P. Heitz,et al. An automated version of the operation span task , 2005, Behavior research methods.
[33] Neil W Mulligan,et al. The negative testing effect and multifactor account. , 2013, Journal of experimental psychology. Learning, memory, and cognition.
[34] Jeffrey D. Karpicke,et al. Covert retrieval practice benefits retention as much as overt retrieval practice. , 2013, Journal of experimental psychology. Learning, memory, and cognition.
[35] Adrian W. Gilmore,et al. Neural Signatures of Test-Potentiated Learning in Parietal Cortex , 2013, The Journal of Neuroscience.
[36] Lars Nyberg,et al. Testing alters brain activity during subsequent restudy: Evidence for test-potentiated encoding , 2014, Trends in Neuroscience and Education.
[37] Amy H. Criss,et al. The effects of word frequency and context variability in cued recall , 2011 .
[38] Edward Vul,et al. What types of learning are enhanced by a cued recall test? , 2006, Psychonomic bulletin & review.
[39] Stanley B Klein,et al. What memory is. , 2015, Wiley interdisciplinary reviews. Cognitive science.
[40] J Engelkamp,et al. Visual imagery and enactment of actions in memory. , 1995, British journal of psychology.
[41] Fredrik U. Jönsson,et al. How crucial is the response format for the testing effect? , 2014, Psychological research.
[42] Johannes Engelkamp,et al. Nouns and verbs in paired-associate learning: Instructional effects , 1986 .