William R. Aue

TL;DR: The retrieval-based learning perspective outlined in this article is grounded in the fact that all expressions of knowledge involve retrieval and depend on the retrieval cues available in a given context, and every time a person retrieves knowledge, that knowledge is changed, because retrieving knowledge improves one's ability to retrieve it again in the future.

TL;DR: The hypothesis that a scale-invariant representation of history could support performance in a variety of learning and memory tasks and a growing body of neural data suggests that neural representations in several brain regions have qualitative properties predicted by the representation of temporal history are pursued.

TL;DR: The authors show that there is a small positive effect of retrieval practice with worked examples on learning of complex materials. But they do not show strong evidence favoring the null hypothesis, and the experiments that did not show retrieval practice effects either involved retrieval of isolated words in individual sentences or required immediate, massed retrieval practice.

TL;DR: The authors found that high frequency targets were better recalled in both pure and mixed lists, even when context variability was held constant, while low context variability cues were most effective while the context variability of the target had little effect on performance, while words with fewer pre-experimental connections are better able to isolate the list and that generation of an item from memory benefits from frequency, perhaps due to the ease of generating common orthographic and phonological features.

TL;DR: A study in which 453 participants took part in five different memory tasks, finding that the processes involved in lexical access and episodic memory are largely separate and rely on different kinds of information.