Andrew Cox Butler

Affiliations: 
2009 Psychology Washington University, Saint Louis, St. Louis, MO 
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Henry L. Roediger, III grad student 2009 Washington University
 (Using repeated testing and variable encoding to promote transfer of learning.)
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Publications

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Butler AC, Black-Maier AC, Raley ND, et al. (2017) Retrieving and applying knowledge to different examples promotes transfer of learning. Journal of Experimental Psychology. Applied. 23: 433-446
Butler AC, Raley ND. (2015) The Future of Medical Education: Assessing the Impact of Interventions on Long-Term Retention and Clinical Care. Journal of Graduate Medical Education. 7: 483-5
Emke AR, Butler AC, Larsen DP. (2015) Effects of Team-Based Learning on short-term and long-term retention of factual knowledge. Medical Teacher. 1-6
Larsen DP, Butler AC, Aung WY, et al. (2015) The effects of test-enhanced learning on long-term retention in AAN annual meeting courses. Neurology. 84: 748-54
Muzyk AJ, Fuller S, Jiroutek MR, et al. (2015) Implementation of a flipped classroom model to teach psychopharmacotherapy to third-year doctor of pharmacy (PharmD) students Pharmacy Education. 15: 44-53
Zaromb F, Butler AC, Agarwal PK, et al. (2014) Collective memories of three wars in United States history in younger and older adults. Memory & Cognition. 42: 383-99
Butler AC, Marsh EJ, Slavinsky JP, et al. (2014) Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom Educational Psychology Review. 26: 331-340
Verdin B, Von Borries R, Nava PA, et al. (2014) An experiment to enhance signals and systems learning by using technology based teaching strategies Asee Annual Conference and Exposition, Conference Proceedings
Larsen DP, Butler AC, Roediger HL. (2013) Comparative effects of test-enhanced learning and self-explanation on long-term retention. Medical Education. 47: 674-82
Larsen DP, Butler AC, Lawson AL, et al. (2013) The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Advances in Health Sciences Education : Theory and Practice. 18: 409-25
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