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When is guessing incorrectly better than studying for enhancing memory?

• Kalif E. Vaughn, Katherine A. Rawson
• Psychonomic bulletin & review
• 2012

Recently, Kornell, Hays, and Bjork (Journal of Experimental Psychology: Learning, Memory, and Cognition 35:989-998, 2009) demonstrated that incorrect guessing can benefit subsequent memory to a… (More)

Effects of criterion level on associative memory : Evidence for associative asymmetry q

• Kalif E. Vaughn, Katherine A. Rawson
• 2016

A wealth of research has established that retrieval practice promotes subsequent memory, particularly when the retrieval attempt is successful. Furthermore, the number of successful retrievals during… (More)

Diagnosing criterion-level effects on memory: what aspects of memory are enhanced by repeated retrieval?

• Kalif E. Vaughn, Katherine A. Rawson
• Psychological science
• 2011

Previous research has shown that increasing the criterion level (i.e., the number of times an item must be correctly retrieved during practice) improves subsequent memory, but which specific… (More)

Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis.

• Katherine A. Rawson, Kalif E. Vaughn, Shana K. Carpenter
• Memory & cognition
• 2015

Despite the voluminous literatures on testing effects and lag effects, surprisingly few studies have examined whether testing and lag effects interact, and no prior research has directly investigated… (More)

Does testing impair relational processing? Failed attempts to replicate the negative testing effect.

• Katherine A. Rawson, Kathryn T Wissman, Kalif E. Vaughn
• Journal of experimental psychology. Learning…
• 2015

Recent research on testing effects (i.e., practice tests are more effective than restudy for enhancing subsequent memory) has focused on explaining when and why testing enhances memory. Of particular… (More)

Investigating and explaining the effects of successive relearning on long-term retention.

• Katherine A. Rawson, Kalif E. Vaughn, Matthew M Walsh, John Dunlosky
• Journal of experimental psychology. Applied
• 2018

Research on techniques for enhancing long-term retention has focused almost exclusively on single-session learning conditions. However, even the most potent initial learning manipulations typically… (More)

How Retrieval Attempts Affect Learning : A Review and Synthesis

• Nate Kornell, Kalif E. Vaughn
• 2016

Attempting to recall information from memory (i.e., retrieval practice) has been shown to enhance learning across a wide variety of materials, learners, and experimental conditions. We examine the… (More)

Repeated retrieval practice and item difficulty: does criterion learning eliminate item difficulty effects?

• Kalif E. Vaughn, Katherine A. Rawson, Mary A. Pyc
• Psychonomic bulletin & review
• 2013

A wealth of previous research has established that retrieval practice promotes memory, particularly when retrieval is successful. Although successful retrieval promotes memory, it remains unclear… (More)

Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?

• Kalif E. Vaughn, John Dunlosky, Katherine A. Rawson
• Memory & cognition
• 2016

Retrieval practice improves memory for many kinds of materials, and numerous factors moderate the benefits of retrieval practice, including the amount of successful retrieval practice (referred to as… (More)

Retrieval attempts enhance learning regardless of time spent trying to retrieve.

• Kalif E. Vaughn, Hannah Hausman, Nate Kornell
• Memory
• 2017

Attempting to retrieve information from memory is an engaging cognitive activity. We predicted that people would learn more when they had spent more time attempting to retrieve. In experiments 1a and… (More)

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