D-Index & Metrics Best Publications

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 33 Citations 15,781 60 World Ranking 7570 National Ranking 4183

Overview

What is he best known for?

The fields of study he is best known for:

  • Cognitive psychology
  • Artificial intelligence
  • Recall

His primary areas of investigation include Testing effect, Test, Cognitive psychology, Developmental psychology and Recall. His Testing effect study incorporates themes from Meaningful learning and Academic achievement. His Academic achievement research incorporates themes from Phenomenon and Standardized test.

The study incorporates disciplines such as Memoria, General knowledge and Educational measurement in addition to Test. His Memoria study combines topics from a wide range of disciplines, such as Long-term memory and Foreign language. His Developmental psychology course of study focuses on Free recall and Self-regulated learning.

His most cited work include:

  • Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention (1560 citations)
  • The Power of Testing Memory: Basic Research and Implications for Educational Practice (1247 citations)
  • The Critical Importance of Retrieval for Learning (1040 citations)

What are the main themes of his work throughout his whole career to date?

Jeffrey D. Karpicke spends much of his time researching Cognitive psychology, Recall, Test, Meaningful learning and Testing effect. His work on Concept learning as part of general Cognitive psychology research is often related to Comprehension, thus linking different fields of science. He interconnects Memoria, Long-term memory, Artificial intelligence and Natural language processing in the investigation of issues within Recall.

The Test study combines topics in areas such as Developmental psychology and Educational measurement. His work carried out in the field of Educational measurement brings together such families of science as Self-regulated learning, Foreign language and Mnemonic. His work deals with themes such as Academic achievement and Phenomenon, which intersect with Testing effect.

He most often published in these fields:

  • Cognitive psychology (45.76%)
  • Recall (40.68%)
  • Test (25.42%)

What were the highlights of his more recent work (between 2018-2021)?

  • Cognitive psychology (45.76%)
  • Developmental language disorder (5.08%)
  • Vocabulary development (5.08%)

In recent papers he was focusing on the following fields of study:

Jeffrey D. Karpicke mostly deals with Cognitive psychology, Developmental language disorder, Vocabulary development, Test and Language development. Cognitive psychology is frequently linked to Text comprehension in his study. His work is dedicated to discovering how Developmental language disorder, Word learning are connected with Research design and Specific language impairment and other disciplines.

His research investigates the connection with Vocabulary development and areas like Language acquisition which intersect with concerns in Natural language processing, Task analysis, Word recognition and Artificial intelligence. The concepts of his Test study are interwoven with issues in Word, Meaning and Set. His Language development study frequently draws connections to adjacent fields such as Recall.

Between 2018 and 2021, his most popular works were:

  • Retrieval-Based Word Learning in Young Typically Developing Children and Children With Developmental Language Disorder I: The Benefits of Repeated Retrieval (17 citations)
  • Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules (17 citations)
  • Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach. (6 citations)

In his most recent research, the most cited papers focused on:

  • Cognitive psychology
  • Artificial intelligence
  • Educational technology

His scientific interests lie mostly in Vocabulary development, Typically developing, Developmental language disorder, Test and Language acquisition. His Vocabulary development study incorporates themes from Cognitive psychology and Artificial intelligence. In his works, Jeffrey D. Karpicke conducts interdisciplinary research on Cognitive psychology and Repetition.

Jeffrey D. Karpicke has included themes like Language development, Word recognition, Task analysis and Natural language processing in his Artificial intelligence study. His Language acquisition study frequently involves adjacent topics like Teaching method. His Phonetics study spans across into fields like Developmental psychology and Adjective.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention

Henry L Roediger;Jeffrey D Karpicke.
Psychological Science (2006)

3164 Citations

The Power of Testing Memory: Basic Research and Implications for Educational Practice.

Henry L. Roediger;Jeffrey D. Karpicke.
Perspectives on Psychological Science (2006)

2388 Citations

The Critical Importance of Retrieval for Learning

Jeffrey D. Karpicke;Henry L. Roediger.
Science (2008)

1876 Citations

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

Jeffrey D. Karpicke;Janell R. Blunt.
Science (2011)

1172 Citations

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

Jeffrey D. Karpicke;Andrew C. Butler;Henry L. Roediger.
Memory (2009)

868 Citations

Repeated retrieval during learning is the key to long-term retention

Jeffrey D. Karpicke;Henry L. Roediger.
Journal of Memory and Language (2007)

698 Citations

Examining the testing effect with open‐ and closed‐book tests

Pooja K. Agarwal;Jeffrey D. Karpicke;Sean H. K. Kang;Henry L. Roediger.
Applied Cognitive Psychology (2008)

440 Citations

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)

438 Citations

Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Jeffrey D. Karpicke;Henry L. Roediger Iii.
Journal of Experimental Psychology: Learning, Memory and Cognition (2007)

425 Citations

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)

386 Citations

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