The primary goal of instruction should be to facilitate long-term learning—that is, to create
relatively permanent changes in comprehension, understanding, and skills of the types that …

Testing students on information that they do not know might seem like a fruitless endeavor.
After all, why give anyone a test that they are guaranteed to fail because they have not yet …

Cognitive psychology research has emphasized that the strategies that are effective and
efficient for fostering long-term retention (eg, interleaved study, retrieval practice) are often …

This article attempts to delineate the procedural and mechanistic characteristics of predicting
as a learning strategy. While asking students to generate a prediction before presenting the …

Generating errors followed by corrective feedback enhances retention more effectively than
does reading—the benefit of errorful generation—but people tend to be unaware of this …

The current study examined whether the learning benefits of pretesting—like those
produced by posttesting—generalize to classroom settings, and whether such benefits …

Is self-assessment enough to keep physicians' cognitive skills—such as diagnosis,
treatment, basic biological knowledge, and communicative skills—current? We review the …

Previous studies have provided support for the idea that information activated during
retrieval can act as a mediator that facilitates later recall of a target. Evidence for this has …

Purpose Although the field of neuroscience has evolved dramatically, little research has
attempted to conceptualize the impact of neuroscience on the field of human resource …

Attempting to guess an answer to a memory question has repeatedly been shown to benefit
memory for the answer compared to merely reading what the answer is, even when the …