References
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Research, 18, 32–42.
Chamberland, M., St-Onge, C., Setrakian, J., Lanthier, L., Bergeron, L., Bourget, A., et al. (2011). The influence of medical students’ self-explanations on diagnostic performance. Medical Education, 45, 688–695.
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268–294.
Dobson, J. L., & Linderholm, T. (2014). Self-testing promotes superior retention of anatomy and physiology information. Advances in Health Science Education: Theory and Practice,. doi:10.1007/s10459-014-9514-8.
Gregory, A., Walker, I., McLaughlin, K., & Peets, A. D. (2011). Both preparing to teach and teaching positively impact learning outcomes for peer teachers. Medical Teacher, 33, e417–e422.
Karpicke, J. D., & Roediger, H. L, III. (2008). The critical importance of retrieval for learning. Science, 319, 966–968.
Kornell, N., Bjork, R. A., & Garcia, M. A. (2011). Why tests appear to prevent forgetting: A distribution-based bifurcation model. Journal of Memory and Language, 65, 85–97.
Larsen, D. P., Butler, A. C., & Roediger, H. L, III. (2009). Repeated testing improves long-term retention relative to repeated study: A randomised controlled trial. Medical Education, 43, 1174–1181.
Larsen, D. P., Butler, A. C., & Roediger, H. L, III. (2013). Comparative effects of test-enhanced learning and self-explanation on long-term retention. Medical Education, 47, 674–682.
McConnell, M. M., St-Onge, C., & Young, M. E. (2014). The benefits of testing for learning on later performance. Advances in Health Science Education: Theory and Practice,. doi:10.1007/s10459-014-9529-1.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97.
Peets, A. D., Coderre, S., Wright, B., Jenkins, D., Burak, K., Leskosky, S., et al. (2009). Involvement in teaching improves learning in medical students: A randomized cross-over study. BMC Medical Education, 9, 55.
Roediger, H. L, III., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255.
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411–436.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
ten Cate, O., & Billett, S. (2014). Competency-based medical education: Origins, perspectives and potentialities. Medical Education, 48, 325–332.
Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352–373.
Woods, N. N., Neville, A. J., Levinson, A. J., Howey, E. H., Oczkowski, W. J., & Norman, G. R. (2006). The value of basic science in clinical diagnosis. Academic Medicine, 81(10 Suppl), S124–S127.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
McLaughlin, K., Coderre, S. The potential and conditional benefits of retrieval practice on learning. Adv in Health Sci Educ 20, 321–324 (2015). https://doi.org/10.1007/s10459-014-9580-y
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10459-014-9580-y