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Andrew C. Butler
Andrew C. Butler
Verified email at wustl.edu
Title
Cited by
Cited by
Year
The critical role of retrieval practice in long-term retention
HL Roediger, AC Butler
Trends in cognitive sciences 15 (1), 20-27, 2011
19612011
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
11172009
Test‐enhanced learning in medical education
DP Larsen, AC Butler, HL Roediger III
Medical education 42 (10), 959-966, 2008
7172008
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
7132010
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
6562007
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
6432008
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
5942004
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
5182007
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
4702008
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
4632009
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
2462013
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
2362013
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
2212006
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
1902009
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
1622009
A contextual framework for understanding when difficulties are desirable
MA McDaniel, AC Butler
Successful remembering and successful Forgetting: A festschrift in honor of …, 2011
1502011
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
1412014
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
1302012
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
1282018
The hypercorrection effect persists over a week, but high-confidence errors return
AC Butler, LK Fazio, EJ Marsh
Psychonomic Bulletin & Review, 1-7, 2011
1242011
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