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Psychology

D-Index
38
Citations
19499
World Ranking
8689
National Ranking
4617

Overview

Jeffrey D. Karpicke is affiliated with Purdue University West Lafayette in the United States. Their research primarily spans psychology and neuroscience, with a strong focus on developmental and educational psychology. Their scholarly work covers a range of interconnected topics including language development and disorders, reading and literacy development, child and animal learning development, intelligent tutoring systems and adaptive learning, memory processes and influences, neurobiology of language and bilingualism, and innovative teaching and learning methods.

Their research output includes publications in well-regarded venues, highlighting a consistent presence in journals related to speech, language, and hearing research as well as educational psychology. Notable publication venues where they have published multiple papers include:

  • Journal of Speech Language and Hearing Research
  • Journal of Applied Research in Memory and Cognition
  • Educational Psychology Review
  • Journal of Educational Psychology
  • Journal of Neurodevelopmental Disorders

Their recent papers demonstrate an interest in retrieval practice, language acquisition, and educational outcomes. Recent publications include:

  • "Do Judgments of Learning Directly Enhance Learning of Educational Materials?" (2020, Educational Psychology Review)
  • "Comparing and combining retrieval practice and concept mapping." (2020, Journal of Educational Psychology)
  • "After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder" (2020, Journal of Speech Language and Hearing Research)
  • "A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder" (2021, Journal of Neurodevelopmental Disorders)
  • "Can Retrieval Practice Facilitate Verb Learning in Children With Developmental Language Disorder and Their Peers With Typical Language Development?" (2023, Journal of Speech Language and Hearing Research)

Jeffrey D. Karpicke frequently collaborates with other researchers in related fields. They have co-authored work multiple times with:

  • Laurence B. Leonard
  • Patricia Deevy
  • Justin B. Kueser
  • Sharon L. Christ
  • Eileen Haebig

Their main academic focus lies in the psychology domain, specifically exploring areas such as developmental and educational psychology and cognitive neuroscience. Subfields like artificial intelligence and experimental and cognitive psychology also contribute to the interdisciplinary nature of their work.

Best Publications

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

    Henry L Roediger;Jeffrey D Karpicke

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

    Henry L. Roediger;Jeffrey D. Karpicke

  • The Critical Importance of Retrieval for Learning

    Jeffrey D. Karpicke;Henry L. Roediger

  • Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

    Jeffrey D. Karpicke;Janell R. Blunt

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

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

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

    Jeffrey D. Karpicke;Henry L. Roediger

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

    Jeffrey D. Karpicke;Henry L. Roediger Iii

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

    Pooja K. Agarwal;Jeffrey D. Karpicke;Sean H. K. Kang;Henry L. Roediger

  • 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

  • Metacognitive control and strategy selection: deciding to practice retrieval during learning.

    Jeffrey D. Karpicke

  • Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning

    Jeffrey D. Karpicke

  • Retrieval-Based Learning: An Episodic Context Account

    Jeffrey D. Karpicke;Melissa Lehman;William R. Aue;William R. Aue

  • Spaced retrieval: absolute spacing enhances learning regardless of relative spacing.

    Jeffrey D. Karpicke;Althea Bauernschmidt

  • Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning

    Jeffrey D. Karpicke;Phillip J. Grimaldi

  • When and why do retrieval attempts enhance subsequent encoding

    Phillip J. Grimaldi;Jeffrey D. Karpicke

  • Learning with retrieval-based concept mapping.

    Janell R. Blunt;Jeffrey D. Karpicke

  • Retrieval Mode Distinguishes the Testing Effect from the Generation Effect.

    Jeffrey D. Karpicke;Franklin M. Zaromb

  • Retrieval-Based Learning: A Decade of Progress

    Jeffrey D. Karpicke

  • Retrieval practice with short-answer, multiple-choice, and hybrid tests

    Megan A Smith;Jeffrey D Karpicke

  • Toward an episodic context account of retrieval-based learning: dissociating retrieval practice and elaboration.

    Melissa Lehman;Megan A. Smith;Jeffrey D. Karpicke

Frequent Co-Authors

Henry L. Roediger
Henry L. Roediger Washington University in St. Louis
Laurence B. Leonard
Laurence B. Leonard Purdue University West Lafayette
Andrew C. Butler
Andrew C. Butler Washington University in St. Louis
David P. McCabe
David P. McCabe Colorado State University
Richard G. Baraniuk
Richard G. Baraniuk Rice University
Kathleen B. McDermott
Kathleen B. McDermott Washington University in St. Louis
David B. Pisoni
David B. Pisoni Indiana University

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