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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

When Does Feedback Facilitate Learning of Words?
Harold Pashler, Nicholas J. Cepeda, John T. Wixted, et al.
Journal of Experimental Psychology Learning Memory and Cognition (2005) Vol. 31, Iss. 1, pp. 3-8
Open Access | Times Cited: 417

Showing 1-25 of 417 citing articles:

Test-Enhanced Learning
Henry L. Roediger, Jeffrey D. Karpicke
Psychological Science (2006) Vol. 17, Iss. 3, pp. 249-255
Closed Access | Times Cited: 2432
The Power of Testing Memory: Basic Research and Implications for Educational Practice
Henry L. Roediger, Jeffrey D. Karpicke
Perspectives on Psychological Science (2006) Vol. 1, Iss. 3, pp. 181-210
Closed Access | Times Cited: 1915
Distributed practice in verbal recall tasks: A review and quantitative synthesis.
Nicholas J. Cepeda, Harold Pashler, Edward Vul, et al.
Psychological Bulletin (2006) Vol. 132, Iss. 3, pp. 354-380
Open Access | Times Cited: 1577
The critical role of retrieval practice in long-term retention
Henry L. Roediger, Andrew C. Butler
Trends in Cognitive Sciences (2010) Vol. 15, Iss. 1, pp. 20-27
Open Access | Times Cited: 1496
Test-enhanced learning in medical education
Douglas P. Larsen, Andrew C. Butler, Henry L. Roediger
Medical Education (2008) Vol. 42, Iss. 10, pp. 959-966
Open Access | Times Cited: 561
Testing the testing effect in the classroom
Mark A. McDaniel, Janis L. Anderson, Mary H. Derbish, et al.
The European Journal of Cognitive Psychology (2007) Vol. 19, Iss. 4-5, pp. 494-513
Closed Access | Times Cited: 528
Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?
Mary A. Pyc, Katherine A. Rawson
Journal of Memory and Language (2009) Vol. 60, Iss. 4, pp. 437-447
Closed Access | Times Cited: 513
Test format and corrective feedback modify the effect of testing on long-term retention
Sean H. K. Kang, Kathleen B. McDermott, Henry L. Roediger
The European Journal of Cognitive Psychology (2007) Vol. 19, Iss. 4-5, pp. 528-558
Closed Access | Times Cited: 487
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
Andrew C. Butler, Henry L. Roediger
Memory & Cognition (2008) Vol. 36, Iss. 3, pp. 604-616
Open Access | Times Cited: 418
Testing improves long-term retention in a simulated classroom setting
Andrew C. Butler, Henry L. Roediger
The European Journal of Cognitive Psychology (2007) Vol. 19, Iss. 4-5, pp. 514-527
Closed Access | Times Cited: 412
Ten Benefits of Testing and Their Applications to Educational Practice
Henry L. Roediger, Adam L. Putnam, Megan A. Smith
˜The œPsychology of learning and motivation/˜The œpsychology of learning and motivation (2011), pp. 1-36
Closed Access | Times Cited: 405
Learning from Errors
Janet Metcalfe
Annual Review of Psychology (2016) Vol. 68, Iss. 1, pp. 465-489
Closed Access | Times Cited: 353
Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement.
Mark A. McDaniel, Pooja K. Agarwal, Barbie J. Huelser, et al.
Journal of Educational Psychology (2011) Vol. 103, Iss. 2, pp. 399-414
Closed Access | Times Cited: 339
Generalizing test-enhanced learning from the laboratory to the classroom
Mark A. McDaniel, Henry L. Roediger, Kathleen B. McDermott
Psychonomic Bulletin & Review (2007) Vol. 14, Iss. 2, pp. 200-206
Open Access | Times Cited: 323
Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses.
Andrew C. Butler, Jeffrey D. Karpicke, Henry L. Roediger
Journal of Experimental Psychology Learning Memory and Cognition (2008) Vol. 34, Iss. 4, pp. 918-928
Closed Access | Times Cited: 294
The pretesting effect: Do unsuccessful retrieval attempts enhance learning?
Lindsey E. Richland, Nate Kornell, Liche Sean Kao
Journal of Experimental Psychology Applied (2009) Vol. 15, Iss. 3, pp. 243-257
Closed Access | Times Cited: 271
Optimizing Distributed Practice
Nicholas J. Cepeda, Noriko Coburn, Doug Rohrer, et al.
Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) (2009) Vol. 56, Iss. 4, pp. 236-246
Closed Access | Times Cited: 269
Why tests appear to prevent forgetting: A distribution-based bifurcation model
Nate Kornell, Robert A. Bjork, Michael A. Garcia
Journal of Memory and Language (2011) Vol. 65, Iss. 2, pp. 85-97
Closed Access | Times Cited: 267
Transfer of test-enhanced learning: Meta-analytic review and synthesis.
Steven C. Pan, Timothy C. Rickard
Psychological Bulletin (2018) Vol. 144, Iss. 7, pp. 710-756
Open Access | Times Cited: 225
AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring
Benjamin D. Nye, Arthur C. Graesser, Xiangen Hu
International Journal of Artificial Intelligence in Education (2014) Vol. 24, Iss. 4, pp. 427-469
Open Access | Times Cited: 211
The science of effective learning with spacing and retrieval practice
Shana K. Carpenter, Steven C. Pan, Andrew C. Butler
Nature Reviews Psychology (2022) Vol. 1, Iss. 9, pp. 496-511
Closed Access | Times Cited: 73
The effect of type and timing of feedback on learning from multiple-choice tests.
Andrew C. Butler, Jeffrey D. Karpicke, Henry L. Roediger
Journal of Experimental Psychology Applied (2007) Vol. 13, Iss. 4, pp. 273-281
Closed Access | Times Cited: 288
Enhancing learning and retarding forgetting: Choices and consequences
Harold Pashler, Doug Rohrer, Nicholas J. Cepeda, et al.
Psychonomic Bulletin & Review (2007) Vol. 14, Iss. 2, pp. 187-193
Open Access | Times Cited: 271
The effects of tests on learning and forgetting
Shana K. Carpenter, Harold Pashler, John T. Wixted, et al.
Memory & Cognition (2008) Vol. 36, Iss. 2, pp. 438-448
Open Access | Times Cited: 268
Using a model to compute the optimal schedule of practice.
Philip I. Pavlik, John R. Anderson
Journal of Experimental Psychology Applied (2008) Vol. 14, Iss. 2, pp. 101-117
Closed Access | Times Cited: 198
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