Jeffrey D Karpicke
Biographic Data
| ID | 7350342 |
|---|---|
| NAME | Jeffrey D Karpicke |
| GIVEN NAMES | Jeffrey D |
| FAMILY NAME | Karpicke |
| SIGNATURE | KARPICKE J D |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0009-0003-3307-9894 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Individual differences in working memory and the benefit of retrieval practice
Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited
When previous research is cited incorrectly, misinformation can infiltrate scientific discourse and undermine scholarly knowledge. One of the more damaging citation issues involves incorrectly citing article content (called quotation errors); therefore, investigating quotation accuracy is an important research endeavor. One field where quotation accuracy is needed is in the learning sciences given its impact on pedagogy. An integral article in pe…
Comparing and combining retrieval practice and concept mapping
Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps. Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might produce especially robust effects when the two activities are combined. In two experiments, students st…
Retrieval‐Based Learning: Research at the Interface between Cognitive Science and Education
This essay reviews research on retrieval‐based learning, which refers to the general finding that practicing active retrieval enhances long‐term, meaningful learning. The idea that retrieval promotes learning has existed for centuries, and the first experiments demonstrating retrieval practice effects were carried out near the beginning of experimental research on learning and memory. Interest in retrieval practice was sporadic during the past ce…
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
Two different ways of thinking through texts are compared for learning value.
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
Basic research on human learning and memory has shown that practising retrieval of information (by testing the information) has powerful effects on learning and long-term retention. Repeated testing enhances learning more than repeated reading, which often confers limited benefit beyond that gained from the initial reading of the material. Laboratory research also suggests that students lack metacognitive awareness of the mnemonic benefits of tes…
The Critical Importance of Retrieval for Learning
Learning is often considered complete when a student can produce the correct answer to a question. In our research, students in one condition learned foreign language vocabulary words in the standard paradigm of repeated study-test trials. In three other conditions, once a student had correctly produced the vocabulary item, it was repeatedly studied but dropped from further testing, repeatedly tested but dropped from further study, or dropped fro…
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect. We studied this effect with educationally relevant materials and investigated whether testing facilitates learning only because tests offer an opportunity to restudy material. In two experiments, students studied prose passages and took one or three immediate free-recall tests, without feedback, or restudied the mate…
The Power of Testing Memory: Basic Research and Implications for Educational Practice
A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surprising phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educatio…
No prominent works on this page.
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect. We studied this effect with educationally relevant materials and investigated whether testing facilitates learning only because tests offer an opportunity to restudy material. In two experiments, students studied prose passages and took one or three immediate free-recall tests, without feedback, or restudied the mate…
The Power of Testing Memory: Basic Research and Implications for Educational Practice
A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surprising phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educatio…
The Critical Importance of Retrieval for Learning
Learning is often considered complete when a student can produce the correct answer to a question. In our research, students in one condition learned foreign language vocabulary words in the standard paradigm of repeated study-test trials. In three other conditions, once a student had correctly produced the vocabulary item, it was repeatedly studied but dropped from further testing, repeatedly tested but dropped from further study, or dropped fro…
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
Basic research on human learning and memory has shown that practising retrieval of information (by testing the information) has powerful effects on learning and long-term retention. Repeated testing enhances learning more than repeated reading, which often confers limited benefit beyond that gained from the initial reading of the material. Laboratory research also suggests that students lack metacognitive awareness of the mnemonic benefits of tes…
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
Two different ways of thinking through texts are compared for learning value.
Retrieval‐Based Learning: Research at the Interface between Cognitive Science and Education
This essay reviews research on retrieval‐based learning, which refers to the general finding that practicing active retrieval enhances long‐term, meaningful learning. The idea that retrieval promotes learning has existed for centuries, and the first experiments demonstrating retrieval practice effects were carried out near the beginning of experimental research on learning and memory. Interest in retrieval practice was sporadic during the past ce…
Quotation Accuracy Matters: An Examination of How an Influential Meta-Analysis on Active Learning Has Been Cited
When previous research is cited incorrectly, misinformation can infiltrate scientific discourse and undermine scholarly knowledge. One of the more damaging citation issues involves incorrectly citing article content (called quotation errors); therefore, investigating quotation accuracy is an important research endeavor. One field where quotation accuracy is needed is in the learning sciences given its impact on pedagogy. An integral article in pe…
Comparing and combining retrieval practice and concept mapping
Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps. Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might produce especially robust effects when the two activities are combined. In two experiments, students st…
Individual differences in working memory and the benefit of retrieval practice
Psychology (9 works) · Intelligent Tutoring Systems and Adaptive Learning (8 works) · Memory Processes and Influences (7 works) · Cognitive psychology (6 works) · Computer Science (6 works) · Mathematics education (6 works) · Cognition (5 works) · Educational Strategies and Epistemologies (4 works) · Neuroscience (4 works) · Cognitive science (2 works)