1. The critical importance of retrieval for learning
Karpicke JD, Roediger HL III. Science. 2008;319(5865):966–968.
Back to reference indexEdition archive · v0.5 manuscript
References
& sources.
The small raised Arabic numbers in the book point to the matching numbered entries below. A number identifies a source supporting the nearby statement; it does not mean that every exercise in the chapter was tested in that source. The book’s practical examples and fictional teaching scenes are distinguished from reported research.
Citation numbers are preserved across manuscript revisions. Gaps in the numbering are intentional, so a jump from 13 to 20 does not indicate missing pages. Entries 8 and 21 refer to the same study: 21 is retained for the Chapter 14 citation. There are 26 cited entries representing 25 distinct sources. The archive includes experiments, research syntheses, official documentation, and authoritative educational guidance; these are different kinds of evidence.
Use the links in each entry to consult the source. A publisher page may provide an abstract while access to the full article depends on its availability. This archive accompanies the v0.5 manuscript of Sticky Learning. Reference content is preserved from the September 17, 2026 archive; website presentation was prepared September 27, 2026.
Return to the reader companion ·
2. Distributed practice in verbal recall tasks: A review and quantitative synthesis
Cepeda NJ, Pashler H, Vul E, Wixted JT, Rohrer D. Psychological Bulletin. 2006;132(3):354–380.
Back to reference index3. The face-name mnemonic strategy from a different perspective
Carney RN, Levin JR, Stackhouse TL. Contemporary Educational Psychology. 1997;22(3):399–412.
Back to reference index4. Implementation intentions facilitate prospective memory under high attention demands
McDaniel MA, Howard DC, Butler KM. Memory & Cognition. 2008;36(4):716–724.
Back to reference index5. Strategic offloading of delayed intentions into the external environment
Gilbert SJ. Quarterly Journal of Experimental Psychology. 2015;68(5):971–992.
Back to reference index6. Decision making in concurrent multitasking: Do people adapt to task interference?
Nijboer M, Taatgen NA, Brands A, Borst JP, van Rijn H. PLoS ONE. 2013;8(11):e79583.
Back to reference index7. The misunderstood limits of folk science: An illusion of explanatory depth
Rozenblit L, Keil F. Cognitive Science. 2002;26(5):521–562.
Back to reference index8. Retrieval practice produces more learning than elaborative studying with concept mapping
Karpicke JD, Blunt JR. Science. 2011;331(6018):772–775.
Publisher record · PubMed abstract · Author-hosted paper
The comparison concerns the study activities used in these experiments. Entry 13 reports a later methodological qualification discussed in Chapter 4.
Back to reference index9. Spacing effects in learning: A temporal ridgeline of optimal retention
Cepeda NJ, Vul E, Rohrer D, Wixted JT, Pashler H. Psychological Science. 2008;19(11):1095–1102.
Back to reference index10. The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems
Rohrer D, Dedrick RF, Burgess K. Psychonomic Bulletin & Review. 2014;21(5):1323–1330.
Back to reference index11. The drawing effect: Evidence for reliable and robust memory benefits in free recall
Wammes JD, Meade ME, Fernandes MA. Quarterly Journal of Experimental Psychology. 2016;69(9):1752–1776.
Back to reference index12. Mnemonic training reshapes brain networks to support superior memory
Dresler M, Shirer WR, Konrad BN, Müller NCJ, Wagner IC, Fernández G, Czisch M, Greicius MD. Neuron. 2017;93(5):1227–1235.e6.
Back to reference index13. Re-examining the testing effect as a learning strategy: The advantage of retrieval practice over concept mapping as a methodological artifact
Mayrhofer R, Kuhbandner C, Frischholz K. Frontiers in Psychology. 2023;14:1258359.
Back to reference index20. Variability in photos of the same face
Jenkins R, White D, Van Montfort X, Burton AM. Cognition. 2011;121(3):313–323.
Publisher record · PubMed record · Author institution record
Back to reference index21. Retrieval practice produces more learning than elaborative studying with concept mapping — retained citation ID
Karpicke JD, Blunt JR. Science. 2011;331(6018):772–775.
Publisher record · PubMed abstract · Author-hosted paper
Retained citation ID: This is the same publication as entry 8, preserved so the raised number in Chapter 14 continues to resolve correctly. It is counted once among distinct sources. See also entry 13 for a later study qualifying the retrieval-versus-concept-mapping comparison.
Back to reference index22. Facilitation of receptive and productive foreign vocabulary learning using the keyword method: The role of image quality
Beaton A, Gruneberg M, Hyde C, Shufflebottom A, Sykes R. Memory. 2005;13(5):458–471.
Back to reference index35. Teacher’s Guide: Analyzing Primary Sources
Library of Congress. Teacher educational resource. Accessed September 17, 2026.
Back to reference index36. What Causes the Seasons?
NASA Space Place / Jet Propulsion Laboratory–Caltech. Educational resource. Accessed September 17, 2026.
Back to reference index37. More Control Flow Tools
Python Software Foundation. The Python Tutorial, chapter 4. Python 3 documentation. Accessed September 17, 2026.
Back to reference index38. Floating-Point Arithmetic: Issues and Limitations
Python Software Foundation. The Python Tutorial, chapter 15. Python 3 documentation. Accessed September 17, 2026.
Back to reference index39. Effects of early and late rest breaks during training on overnight memory consolidation of a keyboard melody
Duke RA, Allen SE, Cash CD, Simmons AL. Annals of the New York Academy of Sciences. 2009;1169:169–172.
Back to reference index40. The learning benefits of teaching: A retrieval practice hypothesis
Koh AWL, Lee SC, Lim SWH. Applied Cognitive Psychology. 2018;32:401–410.
Back to reference index41. Generative AI without guardrails can harm learning: Evidence from high school mathematics
Bastani H, Bastani O, Sungu A, Ge H, Kabakcı Ö, Mariman R. Proceedings of the National Academy of Sciences. 2025;122(26):e2422633122.
Publisher record · Full text · Published correction
The linked correction concerns an author-affiliation production error.
Back to reference index42. Artificial Intelligence Risk Management Framework: Generative Artificial Intelligence Profile
National Institute of Standards and Technology. NIST AI 600-1. 2024.
Back to reference index43. AI tutoring outperforms in-class active learning: An RCT introducing a novel research-based design in an authentic educational setting
Kestin G, Miller K, Klales A, Milbourne T, Ponti G. Scientific Reports. 2025;15:17458.
Back to reference index50. Self-Regulated Learning: Beliefs, Techniques, and Illusions
Bjork RA, Dunlosky J, Kornell N. Annual Review of Psychology. 2013;64:417–444.
Back to reference index