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Publications

In Press

  • Karpicke, J. D., & O'Day, G. M. (in press). Elements of effective learning. In M. J. Kahana & A. D. Wagner (Eds.), Oxford Handbook of Human Memory, Volume II: Applications. Oxford University Press.
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2021

  • Ariel, R., Karpicke, J. D., Witherby, A. E., & Tauber, S. K. (2021). Do judgments of learning directly enhance learning of educational materials? Educational Psychology Review, 33, 693-712.
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  • Haebig, E., Leonard, L. B., Deevy, P., Schumaker, J., Karpicke, J. D., & Weber, C. (2021). The neural underpinnings of processing newly taught semantic information: The role of retrieval practice. Journal of Speech, Language, and Hearing Research, 64, 3195-3211.
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  • Leonard, L. B., Christ, S. L., Deevy, P., Karpicke, J. D., Weber, C., Haebig, E., & Kueser, J. B., Souto, S., & Krok, W. (2021). A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder. Journal of Neurodevelopmental Disorders, 13, 20: 1-16.
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  • Martella, A. M., Yatcilla, J. K., Martella, R. C., Marchand-Martella, N. E., Ozen, Z., Karatas, T., Park, H. H., Simpson, A., & Karpicke, J. D. (2021). Quotation accuracy matters: An examination of how an influential meta-analysis on active learning has been cited. Review of Educational Research, 91, 272-308.
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  • O'Day, G. M., & Karpicke, J. D. (2021). Comparing and combining retrieval practice and concept mapping. Journal of Educational Psychology, 113, 986-997.
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2020

  • Leonard, L. B., Deevy, P., Karpicke, J. D., Christ, S. L., & Kueser, J. B. (2020). After initial retrieval practice, more retrieval produces better retention than more study in the word learning of children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63, 2763-2776.
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  • Karpicke, J. D., & Coverdale, M. E. (2020). The adaptive value of forgetting: A direction for future research. Journal of Applied Research in Memory and Cognition, 9, 33-36.
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2019

  • Leonard, L. B., Karpicke, J. D., Deevy, P., Weber, C., Christ, S., Haebig, E., Souto, S., Kueser, J., & Krok, W. (2019). Retrieval-based word learning in young typically developing children and children with developmental language disorder I: The benefits of repeated retrieval. Journal of Speech, Language, and Hearing Research, 62, 932-943.
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  • Haebig, E., Leonard, L. B., Deevy, P., Karpicke, J. D., Christ, S., Usler, E., Kueser, J., Souto, S., Krok, W., & Weber, C. (2019). Retrieval-based word learning in young typically developing children and children with developmental language disorder II: A comparison of retrieval schedules. Journal of Speech, Language, and Hearing Research, 62, 944-964.
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  • Leonard, L. B., Deevy, P., Karpicke, J. D., Christ, S., Weber, C., Kueser, J., & Haebig, E. (2019). Adjective learning in young typically developing children and children with developmental language disorder: A retrieval-based approach. Journal of Speech, Language, and Hearing Research, 62, 4433-4449.
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2018

  • Ariel, R., & Karpicke, J. D. (2018). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 24, 43-56.
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  • Carmichael, M., Reid, A.-K., & Karpicke, J. D. (2018). Assessing the Impact of Educational Video on Student Engagement, Critical Thinking and Learning: The Current State of Play (White Paper). Thousand Oaks, CA: SAGE Publishing, Inc.
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  • Karpicke, J. D. (2018). Concept mapping. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. (pp. 351-354). Thousand Oaks, CA: SAGE Publishing, Inc.
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  • Roediger, H. L., & Karpicke, J. D. (2018). Reflections on the resurgence of interest in the testing effect. Perspectives on Psychological Science, 13, 236-241.
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2017

  • Karpicke, J. D. (2017). Retrieval-based learning: A decade of progress. In J. T. Wixted (Ed.), Cognitive psychology of memory, Vol. 2 of Learning and memory: A comprehensive reference (J. H. Byrne, Series Ed.) (pp. 487-514). Oxford: Academic Press.
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  • Whiffen, J. W., & Karpicke, J. D. (2017). The role of episodic context in retrieval practice effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1036-1046.
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2016

  • Karpicke, J. D. (2016). A powerful way to improve learning and memory. APA Psychological Science Agenda.
    [Link to Article]

  • Karpicke, J. D., Blunt, J. R., & Smith, M. A. (2016). Retrieval-based learning: Positive effects of retrieval practice in elementary school children. Frontiers in Psychology, 7, 350: 1-8.
    [Link to Article]

  • Lehman, M., & Karpicke, J. D. (2016). Elaborative retrieval: Do semantic mediators improve memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1573-1591.
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  • Smith, M. A., Blunt, J. R., Whiffen, J. W., & Karpicke, J. D. (2016). Does providing prompts during retrieval practice improve learning? Applied Cognitive Psychology, 30, 544-553.
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  • Weinstein, Y., Nunes, L. D., & Karpicke, J. D. (2016). On the placement of practice questions during study. Journal of Experimental Psychology: Applied, 22, 72-84.
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2015

  • Grimaldi, P. J., Poston, L., & Karpicke, J. D. (2015). How does creating a concept map affect item-specific encoding? Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 1049-1061.
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  • Karpicke, J. D., & Aue, W. R. (2015). The testing effect is alive and well with complex materials. Educational Psychology Review, 27, 317-326.
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  • Nunes, L. D., & Karpicke, J. D. (2015). Retrieval-based learning: Research at the interface between cognitive science and education. In R. A. Scott & S. M. Kosslyn (Eds.), Emerging Trends in the Social and Behavioral Sciences (pp. 1-16). John Wiley & Sons, Inc.
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2014

  • Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106, 849-858.
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  • Grimaldi, P. J., & Karpicke, J. D. (2014). Guided retrieval practice of educational materials using automated scoring. Journal of Educational Psychology, 106, 58-68.
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  • Karpicke, J. D., Blunt, J. R., Smith, M. A., & Karpicke, S. S. (2014). Retrieval-based learning: The need for guided retrieval in elementary school children. Journal of Applied Research in Memory and Cognition, 3, 198-206.
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  • Karpicke, J. D., Lehman, M., & Aue, W. R. (2014). Retrieval-based learning: An episodic context account. In B. H. Ross (Ed.), Psychology of Learning and Motivation, Vol. 61 (pp. 237-284). San Diego, CA: Elsevier Academic Press.
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  • Lehman, M., Smith, M. A., & Karpicke, J. D. (2014). Toward an episodic context account of retrieval-based learning: Dissociating retrieval practice and elaboration. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1787-1794.
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  • Smith, M. A., & Karpicke, J. D. (2014). Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory, 22, 784-802.
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2013

  • Karpicke, J. D., & Lehman, M. (2013). Human memory. In D. S. Dunn (Ed.), Oxford Bibliographies Online: Psychology. New York: Oxford University Press.
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  • Smith, M. A., Roediger, H. L., & Karpicke, J. D. (2013). Covert retrieval practice benefits retention as much as overt retrieval practice.Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1712-1725.
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2012

  • Grimaldi, P. J., & Karpicke, J. D. (2012). When and why do retrieval attempts enhance subsequent encoding? Memory & Cognition, 40, 505-513.
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  • Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21, 157-163.
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  • Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for enhancing meaningful learning. Educational Psychology Review, 24, 401-418.
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  • Karpicke, J. D., & Smith, M. A. (2012). Separate mnemonic effects of retrieval practice and elaborative encoding. Journal of Memory and Language, 67, 17-29.
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2011

  • Karpicke, J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1250-1257.
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  • Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775.
    [PDF] [Supporting Online Material]

  • Karpicke, J. D., & Blunt, J. R. (2011). Response to comment on “Retrieval practice produces more learning than elaborative studying with concept mapping”. Science, 334, 453.
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  • McCabe, D. P., Roediger, H. L., & Karpicke, J. D. (2011). Automatic processing influences free recall: Converging evidence from the process dissociation procedure and remember-know judgments. Memory & Cognition, 39, 389-402.
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  • Roediger, H. L., & Karpicke, J. D. (2011). Intricacies of spaced retrieval: A resolution. In A. S. Benjamin (Ed.), Successful Remembering and Successful Forgetting: Essays in Honor of Robert A. Bjork (pp. 23-48). New York: Psychology Press.
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2010

  • Karpicke, J. D., & Roediger, H. L. (2010). Is expanding retrieval a superior method for learning text materials? Memory & Cognition, 38, 116-124.
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  • Karpicke, J. D., & Zaromb, F. M. (2010). Retrieval mode distinguishes the testing effect from the generation effect. Journal of Memory and Language, 62, 227-239.
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  • Zaromb, F. M., Karpicke, J. D., & Roediger, H. L. (2010). Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 552-557.
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2009

  • Karpicke, J. D. (2009). Metacognitive control and strategy selection: Deciding to practice retrieval during learning. Journal of Experimental Psychology: General, 138, 469-486.
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  • Karpicke, J. D., Butler, A.C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479.
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2008

  • Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876.
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  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2008). Correcting a metacognitive error: Feedback increases retention of low confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928.
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  • Karpicke, J. D., McCabe, D. P., & Roediger, H. L. (2008). False memories are not surprising: The subjective experience of an associative memory illusion. Journal of Memory and Language, 58, 1065-1079.
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  • Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
    [PDF] [Supporting Online Material]

2007

  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
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  • Karpicke, J. D., & Roediger, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 704-719.
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  • Karpicke, J. D. & Roediger, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162.
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2006

  • Roediger, H. L. & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.
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  • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
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2005

  • Roediger, H. L., & Karpicke, J. D. (2005). Learning and memory. In K. Kempf-Leonard (Ed.), Encyclopedia of Social Measurement, Vol. 2 (pp. 479-486). San Diego: Academic Press.
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2004

  • Karpicke, J. D., & Pisoni, D. B. (2004). Using immediate memory span to measure implicit learning. Memory & Cognition, 32, 956-964.
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