Test-Enhanced Learning is a pedagogical approach within cognitive psychology that refers to the phenomenon whereby the act of retrieving knowledge during tests improves long-term retention more than additional study, distinguishing it from other learning strategies by emphasizing retrieval practice as a mechanism for strengthening memory.
229
Publications
23.6K
Citations
507
Authors
236
Institutions
Publications per year
2017–2026
65
Publications
229
1–5 of 229
Authors
507
- HL
13
h-index
- MA
10
h-index
- DP
8
h-index
- KBKathleen B. McDermott
Washington University in St. Louis, United States
8 publications · 2.2K citations
8
h-index
- AC
7
h-index
1–5 of 507
Institutions
236
Washington University in St. Louis
St Louis, United States
24 h-index
61 publications
24.2K citations
University of California, Los Angeles
Los Angeles, United States
10 h-index
20 publications
2.2K citations
Kent State University
Kent, United States
7 h-index
14 publications
1.4K citations
Iowa State University
Ames, United States
7 h-index
16 publications
1.1K citations
University College London
London, United Kingdom
5 h-index
11 publications
429 citations
University of Illinois Urbana-Champaign
Urbana, United States
5 h-index
15 publications
366 citations
Harvard University
Cambridge, United States
5 h-index
11 publications
2.1K citations
Duke University
Durham, United States
5 h-index
13 publications
1K citations
1–8 of 236
Venues
- Journal of Experimental Psychology Learning Memory and Cognition
14 publications · 2K citations
14
h-index
- Medical Education
10 publications · 1.8K citations
10
h-index
- Teaching of Psychology
10 publications · 627 citations
10
h-index
- Journal of Educational Psychology
9 publications · 716 citations
9
h-index
- Memory
8 publications · 879 citations
8
h-index
1–5