• Document type: meta-analysis

• Access: closed

"""@en, """ • Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003

• Document type: literature review

• Access: closed

"""@en, """ • Mulligan, N. W., Buchin, Z. L., & West, J. T. (2020). Assessing why the testing effect is moderated by experimental design. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(7), 1293–1308. https://doi.org/10.1037/xlm0000787

• Type de document : étude empirique

• Accès : fermé

"""@fr, """ • Schwieren, J., Barenberg, J., & Dutke, S. (2017). The testing effect in the psychology classroom: A meta-analytic perspective. Psychology Learning & Teaching, 16(2), 179–196. https://doi.org/10.1177/1475725717695149

• Type de document : méta-analyse

• Accès : libre

"""@fr, """ • Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399–435. https://doi.org/10.1037/bul0000309

• Type de document : méta-analyse

• Accès : fermé

"""@fr, """ • Phelps, R. P. (2012). The effect of testing on student achievement, 1910–2010. International Journal of Testing, 12(1), 21–43. https://doi.org/10.1080/15305058.2011.602920

• Type de document : méta-analyse

• Accès : fermé

"""@fr, """ • Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9

• Document type: literature review

• Access: closed

"""@en, """ • Sotola, L. K., & Crede, M. (2021). Regarding class quizzes: A meta-analytic synthesis of studies on the relationship between frequent low-stakes testing and class performance. Educational Psychology Review, 33(2), 407–426. https://doi.org/10.1007/s10648-020-09563-9

• Type de document : méta-analyse

• Accès : fermé

"""@fr, """ • Mulligan, N. W. (2020). Negative effects of repetition and testing. In A. M. Cleary & B. L. Schwartz (Eds.), Memory quirks : The study of odd phenomena in memory (p. 114‑136). Routledge. https://doi.org/10.4324/9780429264498-10

• Document type: literature review

• Access: closed

"""@en, """ • Rowland, C. A. (2014). The effect of testing versus restudy on retention : A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. https://doi.org/10.1037/a0037559

• Document type: meta-analysis

• Access: closed

"""@en, """ • Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327

• Type de document : étude empirique

• Accès : fermé

"""@fr, """ • Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327

• Document type: empirical study

• Access: closed

"""@en, """ • Schwieren, J., Barenberg, J., & Dutke, S. (2017). The testing effect in the psychology classroom: A meta-analytic perspective. Psychology Learning & Teaching, 16(2), 179–196. https://doi.org/10.1177/1475725717695149

• Document type: meta-analysis

• Access: free

"""@en, """ • Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9

• Type de document : revue de la littérature

• Accès : fermé

"""@fr, """ • Camerer, C. F., Dreber, A., Holzmeister, F., Ho, T.-H., Huber, J., Johannesson, M., Kirchler, M., Nave, G., Nosek, B. A., Pfeiffer, T., Altmejd, A., Buttrick, N., Chan, T., Chen, Y., Forsell, E., Gampa, A., Heikensten, E., Hummer, L., Imai, T., … Wu, H. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9), 637–644. https://doi.org/10.1038/s41562-018-0399-z

• Document type: empirical study

, replication

• Access: closed

"""@en, """ • Gonçalves, A. de O., Muniz, B. F. B., & Jaeger, A. (2025). Retrieval practice versus elaborative encoding: A systematic and meta-analytic review. Educational Psychology Review, 37(4), 100. https://doi.org/10.1007/s10648-025-10076-6

• Document type: meta-analysis

• Access: closed

"""@en, """ • Polack, C. W., & Miller, R. R. (2022). Testing improves performance as well as assesses learning: A review of the testing effect with implications for models of learning. Journal of Experimental Psychology: Animal Learning and Cognition, 48(3), 222–241. https://doi.org/10.1037/xan0000323

• Type de document : revue de la littérature

• Accès : fermé

"""@fr, """ • Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003

• Type de document : revue de la littérature

• Accès : fermé

"""@fr, """ • Glover, J. A. (1989). The “testing” phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81(3), 392–399. https://doi.org/10.1037/0022-0663.81.3.392

• Type de document : étude empirique

• Accès : fermé

"""@fr, """ • Lamotte, M., Izaute, M., & Darnon, C. (2021). Can tests improve learning in real university classrooms? Journal of Cognitive Psychology, 33(8), 974–992. https://doi.org/10.1080/20445911.2021.1956939

• Type de document : revue de la littérature

• Accès : fermé

"""@fr, """ • McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72, 609-633. https://doi.org/10.1146/annurev-psych-010419-051019

• Document type: literature review

• Access: open

"""@en, """ • Eisenkraemer, R. E., Jaeger, A., & Stein, L. M. (2013). A systematic review of the testing effect in learning. Paidéia, 23(56), 397–406. https://doi.org/10.1590/1982-43272356201314

• Document type: literature review

• Access: open

"""@en, """ • Lima, M. F. R. de, & Buratto, L. G. (2023). The test–retest reliability of the retrieval practice effect. Quarterly Journal of Experimental Psychology, 76(9), 2028–2036. https://doi.org/10.1177/17470218221141586

• Type de document : étude empirique

• Accès : fermé

• Référence de jeu de données : Lima, M., & Buratto, L. (2022, November 18). The Test–Retest Reliability of the Retrieval Practice Effect. https://osf.io/chmb8

"""@fr, """ • Sotola, L. K., & Crede, M. (2021). Regarding class quizzes: A meta-analytic synthesis of studies on the relationship between frequent low-stakes testing and class performance. Educational Psychology Review, 33(2), 407–426. https://doi.org/10.1007/s10648-020-09563-9

• Document type: meta-analysis

• Access: closed

• Document type: empirical study

• Access: closed

"""@en, """ • Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399–435. https://doi.org/10.1037/bul0000309

• Document type: meta-analysis

• Access: closed

"""@en, """ • Eisenkraemer, R. E., Jaeger, A., & Stein, L. M. (2013). A systematic review of the testing effect in learning. Paidéia, 23(56), 397–406. https://doi.org/10.1590/1982-43272356201314

• Type de document : revue de la littérature

• Accès : ouvert

"""@fr, """ • Rowland, C. A. (2014). The effect of testing versus restudy on retention : A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. https://doi.org/10.1037/a0037559

• Type de document : méta-analyse

• Accès : fermé

"""@fr, """ • Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306

• Type de document : méta-analyse

• Accès : fermé

"""@fr, """ • Polack, C. W., & Miller, R. R. (2022). Testing improves performance as well as assesses learning: A review of the testing effect with implications for models of learning. Journal of Experimental Psychology: Animal Learning and Cognition, 48(3), 222–241. https://doi.org/10.1037/xan0000323

• Document type: literature review

• Access: closed

"""@en, """ • Lamotte, M., Izaute, M., & Darnon, C. (2021). Can tests improve learning in real university classrooms? Journal of Cognitive Psychology, 33(8), 974–992. https://doi.org/10.1080/20445911.2021.1956939

• Document type: literature review

• Access: closed

"""@en, """ • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x

• Document type: empirical study

• Access: closed

"""@en, """ • Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x

• Document type: literature review

• Access: closed

• Document type: empirical study

• Access: closed

• Dataset reference: Lima, M., & Buratto, L. (2022, November 18). The Test–Retest Reliability of the Retrieval Practice Effect. https://osf.io/chmb8

"""@en, """ • Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330(6002), 335–335. https://doi.org/10.1126/science.1191465

• Type de document : étude empirique

• Accès : fermé

"""@fr, """ • Gonçalves, A. de O., Muniz, B. F. B., & Jaeger, A. (2025). Retrieval practice versus elaborative encoding: A systematic and meta-analytic review. Educational Psychology Review, 37(4), 100. https://doi.org/10.1007/s10648-025-10076-6

• Type de document : méta-analyse

• Accès : fermé

"""@fr, """ • Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x

• Type de document : revue de la littérature

• Accès : fermé

"""@fr, """ • Glover, J. A. (1989). The “testing” phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81(3), 392–399. https://doi.org/10.1037/0022-0663.81.3.392

• Document type: empirical study

• Access: closed

"""@en, """ • Mulligan, N. W. (2020). Negative effects of repetition and testing. In A. M. Cleary & B. L. Schwartz (Eds.), Memory quirks : The study of odd phenomena in memory (p. 114‑136). Routledge. https://doi.org/10.4324/9780429264498-10

• Type de document : revue de la littérature

• Accès : fermé

"""@fr, """ • McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72, 609-633. https://doi.org/10.1146/annurev-psych-010419-051019

• Type de document : revue de la littérature

• Accès : ouvert

"""@fr, """ • Phelps, R. P. (2012). The effect of testing on student achievement, 1910–2010. International Journal of Testing, 12(1), 21–43. https://doi.org/10.1080/15305058.2011.602920

• Document type: meta-analysis

• Access: closed

• Type de document : étude empirique

• Accès : fermé

"""@fr, """ • Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330(6002), 335–335. https://doi.org/10.1126/science.1191465

• Document type: empirical study

• Access: closed

"""@en, """ • Camerer, C. F., Dreber, A., Holzmeister, F., Ho, T.-H., Huber, J., Johannesson, M., Kirchler, M., Nave, G., Nosek, B. A., Pfeiffer, T., Altmejd, A., Buttrick, N., Chan, T., Chen, Y., Forsell, E., Gampa, A., Heikensten, E., Hummer, L., Imai, T., … Wu, H. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9), 637–644. https://doi.org/10.1038/s41562-018-0399-z

• Type de document : étude empirique

, réplication

• Accès : fermé

"""@fr ; uneskos:memberOf p66:-Psychologie, p66:-Homme ; skos:exactMatch , , ; skos:broader p66:-RQWF016Q-4 ; skos:related p66:-LWGNZJQ8-R, p66:-KQJLJ4PK-X, p66:-X3FS8R50-Q, p66:-X5GGQ92X-X, p66:-DP4NMT2L-9, p66:-JD19VJZW-4 ; skos:narrower p66:-NWXPPSF8-J, p66:-BT7PFKCH-M ; dc:modified "2025-11-24"^^xsd:date ; inist:moderatorVariable "• Type de stimulus : effet plus important pour les paires associées et la prose (Rowland, 2014)."@fr, "• Feeback delay: larger effect when feedback is delayed (Rowland, 2014)."@en, "• Plan expérimental : effet plus important dans un plan inter-sujets que dans un plan intra-sujets (Rowland, 2014)."@fr, "• Intervalle de rétention (variable continue) : l’effet est de plus en plus important à mesure que l’intervalle de rétention augmente (Rowland, 2014)."@fr, "• Stimulus type: larger effect for paired associates and prose (Rowland, 2014)."@en, "• Experimental design: larger effect in an inter-subject design than in an intra-subject design (Rowland, 2014)."@en, "• Type du test final : effet plus important dans une tâche de rappel indicé, comparativement à une tâche de rappel libre ou de reconnaissance (Rowland, 2014)."@fr, "• Délai du feeback : effet plus important quand le feedback est différé (Rowland, 2014)."@fr, "• Type of final test: larger effect in a cued recall task compared to a free recall or recognition task (Rowland, 2014)."@en, "• Feedback : effet plus important quand un feedback est apporté au sujet pendant le test initial, comparé à l'absence de feedback (Rowland, 2014)."@fr, "• Retention interval (categorical variable): Larger effect for retention intervals greater than or equal to 1 day compared to intervals less than 1 day (Rowland, 2014)."@en, "• Type du test initial : effet plus important avec une tâche de rappel indicé, comparativement à une tâche de rappel libre ou de reconnaissance (Rowland, 2014)."@fr, "• Feedback: larger effect when feedback is given to the subject during the initial test compared to no feedback (Rowland, 2014)."@en, "• Intervalle de rétention (variable catégorielle) : effet plus important pour les intervalles de rétention supérieurs ou égaux à 1 jour comparativement aux intervalles inférieurs à un jour (Rowland, 2014)."@fr, "• Retention interval (continuous variable): The effect becomes increasingly important as the retention interval increases (Rowland, 2014)."@en, "• Initial test type: larger effect with a cued recall task compared to a free recall or recognition task (Rowland, 2014)."@en ; skos:prefLabel "testing effect"@en, "effet du testing"@fr ; skos:altLabel "effet du test"@fr, "effet test"@fr, "test-enhanced learning"@en, "effet de la pratique de la récupération"@fr, "retrieval-based learning"@en, "retrieval practice effect"@en, "apprentissage médiatisé par la récupération"@fr, "apprentissage amélioré par le test"@fr, "retrieval-mediated learning"@en ; inist:domain "Psychology"@en, "Psychologie"@fr ; dc:created "2017-12-04"^^xsd:date ; inist:semCategory "Human"@en, "Homme"@fr ; a skos:Concept ; skos:definition "Phénomène de la mémoire qui se manifeste par une amélioration de la rétention à long terme lorsque les informations sont activement récupérées en mémoire par rapport au fait d'étudier à nouveau les informations ou de ne pas pratiquer la récupération."@fr, "A memory phenomenon characterized by the improvement of long-term retention when information is actively retrieved from memory compared to studying the information again or not practicing retrieval."@en ; dc:creator "Frank Arnould" ; skos:inScheme p66: . p66:-Psychologie skos:prefLabel "Psychologie"@fr, "Psychology"@en ; a isothes:ConceptGroup ; skos:member p66:-JRJHZ858-D . p66: a skos:ConceptScheme . p66:-JD19VJZW-4 skos:prefLabel "retrieval practice"@en, "pratique de la récupération"@fr ; a skos:Concept ; skos:related p66:-JRJHZ858-D . p66:-LWGNZJQ8-R skos:prefLabel "retrieval process"@en, "processus de récupération"@fr ; a skos:Concept ; skos:related p66:-JRJHZ858-D .