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Psychology

D-Index
33
Citations
7316
World Ranking
10383
National Ranking
5446

Overview

Shana K. Carpenter is affiliated with Oregon State University in the United States. Their research primarily spans the field of psychology, with a focus on developmental and educational psychology, experimental and cognitive psychology, education, artificial intelligence, and cognitive neuroscience.

The main topics covered in Carpenter's work include:

  • Visual and Cognitive Learning Processes
  • Memory Processes and Influences
  • Intelligent Tutoring Systems and Adaptive Learning
  • Educational Strategies and Epistemologies
  • Innovative Teaching and Learning Methods
  • Evaluation of Teaching Practices
  • Innovations in Medical Education

Notable recent papers authored by Carpenter include:

  • "On students' (mis)judgments of learning and teaching effectiveness." (2020), published in Journal of Applied Research in Memory and Cognition
  • "The science of effective learning with spacing and retrieval practice" (2022), published in Nature Reviews Psychology
  • "Students' Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences" (2020), published in Educational Psychology Review

Other frequently cited papers relevant to this profile include:

  • "Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda" (2020), Educational Psychology Review
  • "The rich-get-richer effect: Prior knowledge predicts new learning of domain-relevant information." (2021), Journal of Experimental Psychology Learning Memory and Cognition

Carpenter's work is often published in the following venues:

  • Journal of Applied Research in Memory and Cognition
  • Educational Psychology Review
  • Learning and Instruction
  • Quarterly Journal of Experimental Psychology
  • Psychonomic Bulletin & Review

Collaborations are a part of Carpenter's research approach, with frequent co-authors including Daniel Corral, Amber E. Witherby, Sarah K. Tauber, Steven C. Pan, and Tino Endres. These collaborations have appeared across multiple publications, contributing to shared research agendas.

Best Publications

  • Cue strength as a moderator of the testing effect: the benefits of elaborative retrieval.

    Shana K. Carpenter

  • Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction

    Shana K. Carpenter;Nicholas J. Cepeda;Doug Rohrer;Sean H. K. Kang

  • Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect

    Shana K. Carpenter;Edward L. Delosh

  • Enhancing learning and retarding forgetting: Choices and consequences

    Harold Pashler;Doug Rohrer;Nicholas J. Cepeda;Nicholas J. Cepeda;Shana K. Carpenter

  • The effects of tests on learning and forgetting

    Shana K. Carpenter;Harold Pashler;John T. Wixted;Edward Vul

  • Application of the Testing and Spacing Effects to Name Learning

    Shana K. Carpenter;Edward L. DeLosh

  • Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect.

    Shana K. Carpenter

  • Testing Enhances the Transfer of Learning

    Shana K. Carpenter

  • Using tests to enhance 8th grade students' retention of U.S. history facts

    Shana K. Carpenter;Shana K. Carpenter;Harold Pashler;Nicholas J. Cepeda;Nicholas J. Cepeda

  • Testing beyond words: using tests to enhance visuospatial map learning.

    Shana K. Carpenter;Harold Pashler

  • What types of learning are enhanced by a cued recall test

    Shana K. Carpenter;Harold Pashler;Edward Vul

  • Are pictures good for learning new vocabulary in a foreign language? Only if you think they are not.

    Shana K. Carpenter;Kellie M. Olson

  • The Wickelgren Power Law and the Ebbinghaus Savings Function

    John T. Wixted;Shana K. Carpenter

  • Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning.

    Shana K. Carpenter;Miko M. Wilford;Nate Kornell;Kellie M. Mullaney;Kellie M. Mullaney

  • On Students’ (Mis)judgments of Learning and Teaching Effectiveness

    Shana K. Carpenter;Amber E. Witherby;Sarah K. Tauber

  • Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda

    Anique B. H. de Bruin;Julian Roelle;Shana K. Carpenter;Martine Baars

  • Study strategies and beliefs about learning as a function of academic achievement and achievement goals

    Jason Geller;Alexander R Toftness;Patrick I Armstrong;Shana K Carpenter

  • The science of effective learning with spacing and retrieval practice

    Unknown

  • The effects of interleaving versus blocking on foreign language pronunciation learning.

    Shana K. Carpenter;Frank E. Mueller

  • A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning

    Shana K. Carpenter;Terry J. S. Lund;Clark R. Coffman;Patrick I. Armstrong

  • Tests enhance retention and transfer of spatial learning

    Shana K. Carpenter;Jonathan W. Kelly

Frequent Co-Authors

Harold Pashler
Harold Pashler University of California, San Diego
Edward Vul
Edward Vul University of California, San Diego
Nate Kornell
Nate Kornell Williams College
Doug Rohrer
Doug Rohrer University of South Florida
John T. Wixted
John T. Wixted University of California, San Diego
Laura Mickes
Laura Mickes University of Bristol
Lyle E. Bourne
Lyle E. Bourne University of Colorado Boulder
Alice F. Healy
Alice F. Healy University of Colorado Boulder
Douglas A. Gentile
Douglas A. Gentile Iowa State University
Alexander Renkl
Alexander Renkl University of Freiburg

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