| Year |
Citation |
Score |
| 2020 |
Blendermann MF, Little JL, Gray KM. How "none of the above" (NOTA) affects the accessibility of tested and related information in multiple-choice questions. Memory (Hove, England). 1-8. PMID 32106781 DOI: 10.1080/09658211.2020.1733614 |
0.503 |
|
| 2019 |
Pan SC, Cooke J, Little JL, McDaniel MA, Foster ER, Connor LT, Rickard TC. Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance. Cbe Life Sciences Education. 18: ar54. PMID 31675278 DOI: 10.1187/Cbe.18-12-0248 |
0.584 |
|
| 2018 |
Little JL, Frickey EA, Fung AK. The role of retrieval in answering multiple-choice questions. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 30113206 DOI: 10.1037/Xlm0000638 |
0.661 |
|
| 2018 |
Little JL. The role of multiple-choice tests in increasing access to difficult-to-retrieve information Journal of Cognitive Psychology. 30: 520-531. DOI: 10.1080/20445911.2018.1492581 |
0.524 |
|
| 2016 |
Little JL, Bjork EL. Multiple-choice pretesting potentiates learning of related information. Memory & Cognition. PMID 27177505 DOI: 10.3758/S13421-016-0621-Z |
0.742 |
|
| 2016 |
Wahlheim CN, McDaniel MA, Little JL. Category Learning Strategies in Younger and Older Adults: Rule Abstraction and Memorization. Psychology and Aging. PMID 26950225 DOI: 10.1037/Pag0000083 |
0.569 |
|
| 2015 |
Bjork EL, Soderstrom NC, Little JL. Can Multiple-Choice Testing Induce Desirable Difficulties? Evidence from the Laboratory and the Classroom. The American Journal of Psychology. 128: 229-39. PMID 26255442 DOI: 10.5406/Amerjpsyc.128.2.0229 |
0.743 |
|
| 2015 |
Little JL, McDaniel MA. Individual differences in category learning: memorization versus rule abstraction. Memory & Cognition. 43: 283-97. PMID 25315925 DOI: 10.3758/S13421-014-0475-1 |
0.586 |
|
| 2015 |
Little JL, McDaniel MA. Metamemory monitoring and control following retrieval practice for text. Memory & Cognition. 43: 85-98. PMID 25135813 DOI: 10.3758/S13421-014-0453-7 |
0.629 |
|
| 2015 |
Little JL, Bjork EL. Optimizing multiple-choice tests as tools for learning. Memory & Cognition. 43: 14-26. PMID 25123774 DOI: 10.3758/S13421-014-0452-8 |
0.749 |
|
| 2015 |
Bjork EL, Soderstrom NC, Little JL. Can multiple-choice testing induce desirable difficulties? Evidence from the laboratory and the classroom American Journal of Psychology. 128: 229-239. DOI: 10.5406/amerjpsyc.128.2.0229 |
0.384 |
|
| 2015 |
Storm BC, Angello G, Buchli DR, Koppel RH, Little JL, Nestojko JF. A review of retrieval-induced forgetting in the contexts of learning, eyewitness memory, social cognition, autobiographical memory, and creative cognition Psychology of Learning and Motivation - Advances in Research and Theory. 62: 141-194. DOI: 10.1016/Bs.Plm.2014.09.005 |
0.61 |
|
| 2012 |
Little JL, Bjork EL, Bjork RA, Angello G. Multiple-choice tests exonerated, at least of some charges: fostering test-induced learning and avoiding test-induced forgetting. Psychological Science. 23: 1337-44. PMID 23034566 DOI: 10.1177/0956797612443370 |
0.741 |
|
| 2012 |
Bjork EL, Little JL, Storm BC. Multiple-choice testing as a desirable difficulty in the classroom Journal of Applied Research in Memory and Cognition. 3: 165-170. DOI: 10.1016/J.Jarmac.2014.03.002 |
0.761 |
|
| 2011 |
Little JL, Storm BC, Bjork EL. The costs and benefits of testing text materials. Memory (Hove, England). 19: 346-59. PMID 21678153 DOI: 10.1080/09658211.2011.569725 |
0.763 |
|
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