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Psychology

D-Index
44
Citations
17433
World Ranking
6800
National Ranking
3684

Overview

Andrew C. Butler is affiliated with Washington University in St. Louis in the United States. Their research primarily lies within the domain of psychology, with a focus on developmental and educational psychology, cognitive neuroscience, experimental and cognitive psychology, education, and social psychology.

The scientist's main research topics include:

  • Memory Processes and Influences
  • Education, Achievement, and Giftedness
  • Innovative Teaching and Learning Methods
  • Educational and Psychological Assessments
  • Educational Strategies and Epistemologies
  • Intelligent Tutoring Systems and Adaptive Learning
  • Visual and Cognitive Learning Processes

Selected recent papers authored or co-authored by Andrew C. Butler include:

  • "The science of effective learning with spacing and retrieval practice," 2022, Nature Reviews Psychology
  • "Motivational strategies to engage learners in desirable difficulties," 2020, Journal of Applied Research in Memory and Cognition
  • "An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives," 2023, Educational Psychology Review
  • "Situating cost perceptions: how general cost and motivational regulation predict specific momentary cost dimensions," 2023, Educational Psychology
  • "The effect of retrieval practice on vocabulary learning for DHH children," 2024, The Journal of Deaf Studies and Deaf Education

Frequent coauthors collaborating with Andrew C. Butler are:

  • Cristina D. Zepeda
  • Rachel S. Martin
  • Yeo-eun Kim
  • Janice M. Lord
  • Jessica Paull

Andrew C. Butler has published multiple articles in well-known venues:

  • Journal of Applied Research in Memory and Cognition
  • Applied Cognitive Psychology
  • New Zealand Journal of Botany
  • Nature Reviews Psychology
  • Educational Psychology Review

Best Publications

  • The empirical status of cognitive-behavioral therapy: a review of meta-analyses.

    Andrew C. Butler;Jason E. Chapman;Evan M. Forman;Aaron T. Beck

  • The critical role of retrieval practice in long-term retention

    Henry L. Roediger;Andrew C. Butler

  • Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?

    Jeffrey D. Karpicke;Andrew C. Butler;Henry L. Roediger

  • Test-enhanced learning in medical education

    Douglas P Larsen;Andrew C Butler;Henry L Roediger

  • Repeated testing produces superior transfer of learning relative to repeated studying.

    Andrew C. Butler

  • Testing improves long-term retention in a simulated classroom setting

    Andrew C. Butler;Henry L. Roediger Iii

  • Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing

    Andrew C. Butler;Henry L. Roediger

  • A new on-line resource for psycholinguistic studies

    Anna Szekely;Thomas Jacobsen;Simona D'Amico;Simona D'Amico;Antonella Devescovi

  • The effect of type and timing of feedback on learning from multiple-choice tests.

    Andrew C. Butler;Jeffrey D. Karpicke;Henry L. Roediger

  • Correcting a metacognitive error: feedback increases retention of low-confidence correct responses.

    Andrew C. Butler;Jeffrey D. Karpicke;Henry L. Roediger

  • Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial

    Douglas P Larsen;Andrew C Butler;Henry L Roediger

  • A comparison of self-esteem lability and low trait self-esteem as vulnerability factors for depression.

    Andrew C. Butler;Jack E. Hokanson;Heather A. Flynn

  • Assessment of dysfunctional beliefs in borderline personality disorder

    Andrew C Butler;Gregory K Brown;Aaron T Beck;Jessica R Grisham

  • Comparative effects of test-enhanced learning and self-explanation on long-term retention.

    Douglas P Larsen;Andrew C Butler;Henry L Roediger

  • Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning

    Andrew C. Butler;Namrata Godbole;Elizabeth J. Marsh

  • Failures to find suppression of episodic memories in the think/no-think paradigm.

    John B. Bulevich;Henry L. Roediger;David A. Balota;Andrew C. Butler

  • Using Popular Films to Enhance Classroom Learning: The Good, the Bad, and the Interesting

    Andrew C. Butler;Franklin M. Zaromb;Keith B. Lyle;Henry L. Roediger

  • Childhood abuse, depression, and anxiety in adult psychiatric outpatients.

    Brandon E. Gibb;Andrew C. Butler;Judith S. Beck

  • Daily Affective Reactivity as a Prospective Predictor of Depressive Symptoms

    Lawrence H. Cohen;Kathleen C. Gunthert;Andrew C. Butler;Suzanne C. O'Neill

  • Congruity effects between materials and processing tasks in the survival processing paradigm.

    Andrew C. Butler;Sean H. K. Kang;Henry L. Roediger Iii

  • Test-enhanced learning

    Douglas P. Larsen;Andrew C. Butler

Frequent Co-Authors

Henry L. Roediger
Henry L. Roediger Washington University in St. Louis
Elizabeth J. Marsh
Elizabeth J. Marsh Duke University
Elizabeth Bates
Elizabeth Bates University of California, San Diego
Jeffrey D. Karpicke
Jeffrey D. Karpicke Purdue University West Lafayette
Daniela Perani
Daniela Perani Vita-Salute San Raffaele University
Richard G. Baraniuk
Richard G. Baraniuk Rice University
Nina F. Dronkers
Nina F. Dronkers University of California, Davis
Shana K. Carpenter
Shana K. Carpenter Oregon State University
Thomas Jacobsen
Thomas Jacobsen Helmut Schmidt University
Ovid J.L. Tzeng
Ovid J.L. Tzeng Academia Sinica

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