Henry Roediger | Washington University in St. Louis (original) (raw)

Uploads

Papers by Henry Roediger

Research paper thumbnail of The benefits and costs of repeated testing on the learning of face-name pairs in healthy older adults

Psychology and aging, 2010

We compared the benefits of repeated testing and repeated study on cued recall of unfamiliar face... more We compared the benefits of repeated testing and repeated study on cued recall of unfamiliar face-name pairs in healthy middle-aged and older adults. We extended Karpicke and Roediger's (2008) paradigm to compare the effects of repeated study versus repeated testing after each face-name pair was correctly recalled once. The results from Experiment 1, which provided no feedback during the acquisition phase, yielded a crossover interaction: Middle-aged adults showed the expected benefit of repeated testing, whereas older adults produced a benefit of repeated study. When participants were given feedback in Experiment 2, both middle-aged and older adults benefited from repeated testing. We suggest that for face-name pairs, feedback may be particularly important for individuals who have relatively poor memory to produce benefits from repeated testing.

Research paper thumbnail of Specificity of operations in perceptual priming

PsycEXTRA Dataset, 2000

Abstract 1. introduces the distinction between implicit and explicit memory, and highlights many ... more Abstract 1. introduces the distinction between implicit and explicit memory, and highlights many of the empirical and theoretical issues that have motivated and/or are motivating research in the area| implicit and explicit measures of memory/implicit memory and ...

Research paper thumbnail of The critical role of retrieval practice in long-term retention

Trends in Cognitive Sciences, 2011

Research paper thumbnail of Direct comparison of auditory implicit memory tests

Psychonomic Bulletin & Review, 2000

Research paper thumbnail of Illusions of competence and overestimation of associative memory for identical items: Evidence from judgments of learning

Psychonomic Bulletin & Review, 2007

Research paper thumbnail of Using Popular Films to Enhance Classroom Learning: The Good, the Bad, and the Interesting

Psychological Science, 2009

Research paper thumbnail of Failures to find suppression of episodic memories in the think/no-think paradigm

Research paper thumbnail of The role of syllabic and orthographic properties of letter cues in solving word fragments

Research paper thumbnail of Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing

Research paper thumbnail of Norms for word lists that create false memories

Research paper thumbnail of Processing approaches to cognition: The impetus from the levels-of-processing framework

Memory, 2002

Processing approaches to cognition have a long history, from act psychology to the present, but p... more Processing approaches to cognition have a long history, from act psychology to the present, but perhaps their greatest boost was given by the success and dominance of the levels-of-processing framework. We review the history of processing approaches, and explore the influence of the levels-of-processing approach, the procedural approach advocated by Paul Kolers, and the transfer-appropriate processing framework. Processing approaches emphasise the procedures of mind and the idea that memory storage can be usefully conceptualised as residing in the same neural units that originally processed information at the time of encoding. Processing approaches emphasise the unity and interrelatedness of cognitive processes and maintain that they can be dissected into separate faculties only by neglecting the richness of mental life. We end by pointing to future directions for processing approaches.

Research paper thumbnail of Test-enhanced learning in medical education

Research paper thumbnail of Reduced false memory after sleep

Research paper thumbnail of Creating false memories with hybrid lists of semantic and phonological associates: Over-additive false memories produced by converging associative networks

Journal of Memory and Language, 2003

Research paper thumbnail of The roles of spreading activation and retrieval mode in producing false recognition in the DRM paradigm☆

Journal of Memory and Language, 2007

Research paper thumbnail of Congruity effects between materials and processing tasks in the survival processing paradigm

Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009

Research paper thumbnail of A transfer-appropriate processing account of context effects in word-fragment completion

Journal of Experimental Psychology: Learning, Memory, and Cognition, 1998

The claim that priming on implicit memory tasks such as word-fragment completion is sensitive to ... more The claim that priming on implicit memory tasks such as word-fragment completion is sensitive to context effects was tested by using homographs (e.g., board) to manipulate context. On the basis of previous findings, it was assumed that presentation of only the perceptual cue at test (_oa_d) should activate the dominant meaning, thereby creating the same context for homographs encoded for

Research paper thumbnail of The effect of type and timing of feedback on learning from multiple-choice tests

Journal of Experimental Psychology: Applied, 2007

Research paper thumbnail of Test format and corrective feedback modify the effect of testing on long-term retention

European Journal of Cognitive Psychology, 2007

Research paper thumbnail of Examining the testing effect with open- and closed-book tests

Applied Cognitive Psychology, 2008

Research paper thumbnail of The benefits and costs of repeated testing on the learning of face-name pairs in healthy older adults

Psychology and aging, 2010

We compared the benefits of repeated testing and repeated study on cued recall of unfamiliar face... more We compared the benefits of repeated testing and repeated study on cued recall of unfamiliar face-name pairs in healthy middle-aged and older adults. We extended Karpicke and Roediger's (2008) paradigm to compare the effects of repeated study versus repeated testing after each face-name pair was correctly recalled once. The results from Experiment 1, which provided no feedback during the acquisition phase, yielded a crossover interaction: Middle-aged adults showed the expected benefit of repeated testing, whereas older adults produced a benefit of repeated study. When participants were given feedback in Experiment 2, both middle-aged and older adults benefited from repeated testing. We suggest that for face-name pairs, feedback may be particularly important for individuals who have relatively poor memory to produce benefits from repeated testing.

Research paper thumbnail of Specificity of operations in perceptual priming

PsycEXTRA Dataset, 2000

Abstract 1. introduces the distinction between implicit and explicit memory, and highlights many ... more Abstract 1. introduces the distinction between implicit and explicit memory, and highlights many of the empirical and theoretical issues that have motivated and/or are motivating research in the area| implicit and explicit measures of memory/implicit memory and ...

Research paper thumbnail of The critical role of retrieval practice in long-term retention

Trends in Cognitive Sciences, 2011

Research paper thumbnail of Direct comparison of auditory implicit memory tests

Psychonomic Bulletin & Review, 2000

Research paper thumbnail of Illusions of competence and overestimation of associative memory for identical items: Evidence from judgments of learning

Psychonomic Bulletin & Review, 2007

Research paper thumbnail of Using Popular Films to Enhance Classroom Learning: The Good, the Bad, and the Interesting

Psychological Science, 2009

Research paper thumbnail of Failures to find suppression of episodic memories in the think/no-think paradigm

Research paper thumbnail of The role of syllabic and orthographic properties of letter cues in solving word fragments

Research paper thumbnail of Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing

Research paper thumbnail of Norms for word lists that create false memories

Research paper thumbnail of Processing approaches to cognition: The impetus from the levels-of-processing framework

Memory, 2002

Processing approaches to cognition have a long history, from act psychology to the present, but p... more Processing approaches to cognition have a long history, from act psychology to the present, but perhaps their greatest boost was given by the success and dominance of the levels-of-processing framework. We review the history of processing approaches, and explore the influence of the levels-of-processing approach, the procedural approach advocated by Paul Kolers, and the transfer-appropriate processing framework. Processing approaches emphasise the procedures of mind and the idea that memory storage can be usefully conceptualised as residing in the same neural units that originally processed information at the time of encoding. Processing approaches emphasise the unity and interrelatedness of cognitive processes and maintain that they can be dissected into separate faculties only by neglecting the richness of mental life. We end by pointing to future directions for processing approaches.

Research paper thumbnail of Test-enhanced learning in medical education

Research paper thumbnail of Reduced false memory after sleep

Research paper thumbnail of Creating false memories with hybrid lists of semantic and phonological associates: Over-additive false memories produced by converging associative networks

Journal of Memory and Language, 2003

Research paper thumbnail of The roles of spreading activation and retrieval mode in producing false recognition in the DRM paradigm☆

Journal of Memory and Language, 2007

Research paper thumbnail of Congruity effects between materials and processing tasks in the survival processing paradigm

Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009

Research paper thumbnail of A transfer-appropriate processing account of context effects in word-fragment completion

Journal of Experimental Psychology: Learning, Memory, and Cognition, 1998

The claim that priming on implicit memory tasks such as word-fragment completion is sensitive to ... more The claim that priming on implicit memory tasks such as word-fragment completion is sensitive to context effects was tested by using homographs (e.g., board) to manipulate context. On the basis of previous findings, it was assumed that presentation of only the perceptual cue at test (_oa_d) should activate the dominant meaning, thereby creating the same context for homographs encoded for

Research paper thumbnail of The effect of type and timing of feedback on learning from multiple-choice tests

Journal of Experimental Psychology: Applied, 2007

Research paper thumbnail of Test format and corrective feedback modify the effect of testing on long-term retention

European Journal of Cognitive Psychology, 2007

Research paper thumbnail of Examining the testing effect with open- and closed-book tests

Applied Cognitive Psychology, 2008

Log In