Nicholas J Cepeda
Affiliation: University of California
- Distributed practice in verbal recall tasks: A review and quantitative synthesisNicholas J Cepeda
Department of Psychology, University of California, San Diego, CA, USA
Psychol Bull 132:354-80. 2006..Areas needing future research and theoretical implications are discussed...
- Enhancing learning and retarding forgetting: choices and consequencesHarold Pashler
Department of Psychology, University of California, San Diego, La Jolla, California 92093 0109, USA
Psychon Bull Rev 14:187-93. 2007....
- Optimizing distributed practice: theoretical analysis and practical implicationsNicholas J Cepeda
York University, Toronto, ON, Canada University of California, San Diego, CA, USA
Exp Psychol 56:236-46. 2009..These results provide new constraints on theories of spacing and confirm the importance of cumulative reviews to promote retention over meaningful time periods...
- When simple things are meaningful: working memory strength predicts children's cognitive flexibilityKatharine A Blackwell
Department of Psychology, University of Colorado at Boulder, Boulder, CO 80309, USA
J Exp Child Psychol 103:241-9. 2009..Even with all possible sources of conflict removed, switchers still responded faster than perseverators to questions about rules, supporting the graded working memory account...
- Diminished but not forgotten: effects of aging on magnitude of spacing effect benefitsPatricia M Simone
Correspondence should be addressed to Patricia Simone, Department of Psychology, Santa Clara University, Santa Clara, CA 95053, USA
J Gerontol B Psychol Sci Soc Sci 68:674-80. 2013..This study examined the magnitude of the spacing effect benefit in older adults relative to younger adults when given a multiday spacing effect paradigm...
- When does feedback facilitate learning of words?Harold Pashler
Department of Psychology, University of California, San Diego, La Jolla, CA 92093 0109, USA
J Exp Psychol Learn Mem Cogn 31:3-8. 2005..On the other hand, feedback after correct responses made little difference either immediately or at a delay, regardless of whether the subject was confident in the response. Practical and theoretical implications are discussed...
- Why do children perseverate when they seem to know better: graded working memory, or directed inhibition?Nicholas J Cepeda
University of California, San Diego, California, USA
Psychon Bull Rev 14:1058-65. 2007..This result poses a challenge for directed inhibition accounts, because nothing needs to be inhibited to answer simple questions that lack conflicting information...