| Transfer of test-enhanced learning: Meta-analytic review and synthesis SC Pan, TC Rickard Psychological Bulletin 144 (7), 710-756, 2018 | 298 | 2018 |
| Sleep and motor learning: Is there room for consolidation? SC Pan, TC Rickard Psychological Bulletin 141 (4), 812-834, 2015 | 182 | 2015 |
| A dual memory theory of the testing effect TC Rickard, SC Pan Psychonomic Bulletin & Review 25 (3), 847-869, 2018 | 86 | 2018 |
| Does interleaved practice enhance foreign language learning? The effects of training schedule on Spanish verb conjugation skills SC Pan, J Tajran, J Lovelett, J Osuna, TC Rickard Journal of Educational Psychology 111 (7), 1172-1188, 2018 | 53 | 2018 |
| Testing enhances learning across a range of episodic memory abilities SC Pan, H Pashler, ZE Potter, TC Rickard Journal of Memory and Language 83, 53-61, 2015 | 53 | 2015 |
| Pretesting reduces mind wandering and enhances learning during online lectures SC Pan, F Sana, A Schmitt, EL Bjork Journal of Applied Research in Memory and Cognition 9 (4), 540-552, 2020 | 51 | 2020 |
| The interleaving effect: Mixing it up boosts learning SC Pan Scientific American 2015/8/4, 2015 | 51 | 2015 |
| The science of effective learning with spacing and retrieval practice SK Carpenter, SC Pan, AC Butler Nature Reviews Psychology 1 (9), 496-511, 2022 | 46 | 2022 |
| Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice. SC Pan, F Sana Journal of Experimental Psychology: Applied 27 (2), 237-257, 2021 | 46 | 2021 |
| Beyond the rainbow: Retrieval practice leads to better spelling than does rainbow writing AC Jones, L Wardlow, SC Pan, C Zepeda, GD Heyman, J Dunlosky, ... Educational Psychology Review 27 (3), 385-400, 2015 | 43 | 2015 |
| Testing with feedback yields potent, but piecewise, learning of history and biology facts SC Pan, A Gopal, TC Rickard Journal of Educational Psychology 107 (4), 563-575, 2015 | 42 | 2015 |
| Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts? SC Pan, TC Rickard Journal of Experimental Psychology: Applied 23 (3), 278-292, 2017 | 40 | 2017 |
| Learning from errors: Students’ and instructors’ practices, attitudes, and beliefs SC Pan, F Sana, J Samani, J Cooke, JA Kim Memory 28 (9), 1105-1122, 2020 | 38 | 2020 |
| Does spelling still matter—And if so, how should it be taught? Perspectives from contemporary and historical research SC Pan, TC Rickard, RA Bjork Educational Psychology Review 33 (4), 1523-1552, 2021 | 35 | 2021 |
| 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 |
| Interleaved practice enhances memory and problem-solving ability in undergraduate physics J Samani, SC Pan npj Science of Learning, 2021 | 28 | 2021 |
| Does test-enhanced learning transfer for triple associates? SC Pan, CM Wong, ZE Potter, J Mejia, TC Rickard Memory & Cognition 44 (1), 24-36, 2016 | 27 | 2016 |
| Does testing with feedback improve adult spelling skills relative to copying and reading? SC Pan, BR Rubin, TC Rickard Journal of Experimental Psychology: Applied 21 (4), 356-369, 2015 | 24 | 2015 |
| In search of transfer following cued recall practice: The case of process‐based biology concepts SC Pan, SA Hutter, D D'Andrea, D Unwalla, TC Rickard Applied Cognitive Psychology 33 (4), 629-645, 2019 | 22 | 2019 |
| Conditions of highly specific learning through cued recall SC Pan, J Lovelett, D Stoeckenius, TC Rickard Psychonomic Bulletin & Review 26, 634-640, 2019 | 21 | 2019 |
Timothy C RickardProfessor of Psychology, University of California, San DeigoVerified email at ucsd.edu
