| The critical role of retrieval practice in long-term retention HL Roediger, AC Butler Trends in cognitive sciences 15 (1), 20-27, 2011 | 2145 | 2011 |
| Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? JD Karpicke, AC Butler, HL Roediger III Memory 17 (4), 471-479, 2009 | 1223 | 2009 |
| Repeated testing produces superior transfer of learning relative to repeated studying. AC Butler Journal of Experimental Psychology: Learning, Memory, and Cognition 36 (5), 1118, 2010 | 779 | 2010 |
| Test‐enhanced learning in medical education DP Larsen, AC Butler, HL Roediger III Medical education 42 (10), 959-966, 2008 | 744 | 2008 |
| Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing AC Butler, HL Roediger Memory & Cognition 36 (3), 604-616, 2008 | 696 | 2008 |
| Testing improves long-term retention in a simulated classroom setting AC Butler, HL Roediger III European Journal of Cognitive Psychology 19 (4-5), 514-527, 2007 | 684 | 2007 |
| A new on-line resource for psycholinguistic studies A Szekely, T Jacobsen, S D'Amico, A Devescovi, E Andonova, D Herron, ... Journal of Memory and Language 51 (2), 247-250, 2004 | 613 | 2004 |
| The effect of type and timing of feedback on learning from multiple-choice tests. AC Butler, JD Karpicke, HL Roediger III Journal of Experimental Psychology: Applied 13 (4), 273, 2007 | 542 | 2007 |
| Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. AC Butler, JD Karpicke, HL Roediger III Journal of Experimental Psychology: Learning, Memory, and Cognition 34 (4), 918, 2008 | 492 | 2008 |
| Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial DP Larsen, AC Butler, HL Roediger III Medical education 43 (12), 1174-1181, 2009 | 480 | 2009 |
| Explanation feedback is better than correct answer feedback for promoting transfer of learning. AC Butler, N Godbole, EJ Marsh Journal of Educational Psychology 105 (2), 290, 2013 | 268 | 2013 |
| Comparative effects of test‐enhanced learning and self‐explanation on long‐term retention DP Larsen, AC Butler, HL Roediger III Medical education 47 (7), 674-682, 2013 | 254 | 2013 |
| Failures to find suppression of episodic memories in the think/no-think paradigm JB Bulevich, HL Roediger, DA Balota, AC Butler Memory & Cognition 34 (8), 1569-1577, 2006 | 231 | 2006 |
| Using popular films to enhance classroom learning: The good, the bad, and the interesting AC Butler, FM Zaromb, KB Lyle, HL Roediger III Psychological Science 20 (9), 1161-1168, 2009 | 198 | 2009 |
| Multiple-choice testing in education: Are the best practices for assessment also good for learning? AC Butler Journal of Applied Research in Memory and Cognition 7 (3), 323-331, 2018 | 165 | 2018 |
| Congruity effects between materials and processing tasks in the survival processing paradigm. AC Butler, SHK Kang, HL Roediger III Journal of Experimental Psychology: Learning, Memory, and Cognition 35 (6), 1477, 2009 | 165 | 2009 |
| A contextual framework for understanding when difficulties are desirable MA McDaniel, AC Butler Successful remembering and successful Forgetting: A festschrift in honor of …, 2011 | 159 | 2011 |
| Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom AC Butler, EJ Marsh, JP Slavinsky, RG Baraniuk Educational Psychology Review 26 (2), 331-340, 2014 | 149 | 2014 |
| The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge DP Larsen, AC Butler, AL Lawson, HL Roediger Advances in Health Sciences Education, 1-17, 2012 | 139 | 2012 |
| Collective memories of three wars in United States history in younger and older adults F Zaromb, AC Butler, PK Agarwal, HL Roediger III Memory & cognition 42 (3), 383-399, 2014 | 134 | 2014 |
Henry L. RoedigerProfessor of Psychology, Washington University in St. Louis在 wustl.edu 的電子郵件地址已通過驗證
