| Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting JL Little, EL Bjork, RA Bjork, G Angello Psychological science 23 (11), 1337-1344, 2012 | 232 | 2012 |
| Optimizing multiple-choice tests as tools for learning JL Little, EL Bjork Memory & cognition 43, 14-26, 2015 | 107 | 2015 |
| Multiple-choice testing as a desirable difficulty in the classroom EL Bjork, JL Little, BC Storm Journal of Applied Research in Memory and Cognition 3 (3), 165-170, 2014 | 93 | 2014 |
| A review of retrieval-induced forgetting in the contexts of learning, eyewitness memory, social cognition, autobiographical memory, and creative cognition BC Storm, G Angello, DR Buchli, RH Koppel, JL Little, JF Nestojko Psychology of learning and motivation 62, 141-194, 2015 | 87 | 2015 |
| Metamemory monitoring and control following retrieval practice for text JL Little, MA McDaniel Memory & Cognition 43, 85-98, 2015 | 84 | 2015 |
| Individual differences in category learning: Memorization versus rule abstraction JL Little, MA McDaniel Memory & cognition 43, 283-297, 2015 | 83 | 2015 |
| Multiple-choice pretesting potentiates learning of related information JL Little, EL Bjork Memory & Cognition 44, 1085-1101, 2016 | 80 | 2016 |
| The costs and benefits of testing text materials JL Little, BC Storm, EL Bjork Memory 19 (4), 346-359, 2011 | 64 | 2011 |
| Can multiple-choice testing induce desirable difficulties? Evidence from the laboratory and the classroom EL Bjork, NC Soderstrom, JL Little The American Journal of Psychology 128 (2), 229-239, 2015 | 56 | 2015 |
| Pretesting with multiple-choice questions facilitates learning J Little, E Bjork Proceedings of the annual meeting of the cognitive science society 33 (33), 2011 | 45 | 2011 |
| Multiple-choice and short-answer quizzing on equal footing in the classroom: Potential indirect effects of testing MA McDaniel, JL Little The Cambridge handbook of cognition and education, 480-499, 2019 | 38 | 2019 |
| Online and clicker quizzing on jargon terms enhances definition-focused but not conceptually focused biology exam performance SC Pan, J Cooke, JL Little, MA McDaniel, ER Foster, LT Connor, ... CBE—Life Sciences Education 18 (4), ar54, 2019 | 31 | 2019 |
| Category learning strategies in younger and older adults: Rule abstraction and memorization. CN Wahlheim, MA McDaniel, JL Little Psychology and Aging 31 (4), 346, 2016 | 29 | 2016 |
| The persisting benefits of using multiple-choice tests as learning events J Little, E Ligon Bjork Proceedings of the Annual Meeting of the Cognitive Science Society 34 (34), 2012 | 20 | 2012 |
| The role of retrieval in answering multiple-choice questions. JL Little, EA Frickey, AK Fung Journal of Experimental Psychology: Learning, Memory, and Cognition 45 (8), 1473, 2019 | 16 | 2019 |
| Multiple-choice testing can improve the retention of nontested related information J Little, EL Bjork Proceedings of the Annual Meeting of the Cognitive Science Society 32 (32), 2010 | 14 | 2010 |
| Some learners abstract, others memorize examples: Implications for education. JL Little, MA McDaniel Translational Issues in Psychological Science 1 (2), 158, 2015 | 10 | 2015 |
| The role of multiple-choice tests in increasing access to difficult-to-retrieve information JL Little Journal of Cognitive Psychology 30 (5-6), 520-531, 2018 | 9 | 2018 |
| Optimizing multiple-choice tests as learning events JL Little University of California, Los Angeles, 2011 | 9 | 2011 |
| How “none of the above”(NOTA) affects the accessibility of tested and related information in multiple-choice questions MF Blendermann, JL Little, KM Gray Memory 28 (4), 473-480, 2020 | 7 | 2020 |
Dorothy BuchliAssociate Professor of Cognitive Psychology, Mercer UniversityEmail yang diverifikasi di mercer.edu
