Study strategies of college students: Are self-testing and scheduling related to achievement?

Bahrick, H. P., Hall, L. K., & Dunlosky, J. (1993). Reconstructive processing of memory content for high versus low test scores and grades. Applied Cognitive Psychology, 7, 1–10.

Bell, K. E., & Limber, J. E. (2010). Reading skill, textbook marking, and course performance. Literacy Research and Instruction, 49, 56–67.

Callender, A. A., & McDaniel, M. A. (2009). The limited benefits of rereading educational texts. Contemporary Educational Psychology, 34, 30–41.

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380.

Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage.

Dunlosky, J., Rawson, K. A., & Middleton, E. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language, 52, 551–565.

Fowler, R. L., & Barker, A. S. (1974). Effectiveness of highlighting for retention of text material. Journal of Applied Psychology, 59, 358–364.

Karpicke, J. D., Butler, A. C., & Roediger, H. L., III. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471–479.

Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14, 219–224.

May, C. P., Hasher, L., & Stoltzfus, E. R. (1993). Optimal time of day and the magnitude of age differences in memory. Psychological Science, 4, 326–330.

McCabe, J. (2011). Metacognitive awareness of learning strategies in undergraduates. Memory & Cognition, 39, 462–476. doi: 10.3758/s13421-010-0035-2

McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L., III. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399–414.

McDaniel, M. A., & Callender, A. A. (2008). Cognition, memory, and education. In H. L. Roediger (Ed.), Learning and memory: A comprehensive reference. Vol. 2: Cognitive psychology of memory (pp. 235–244). Amsterdam, The Netherlands: Elsevier.

Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Rep. No. 91-B-004). Ann Arbor, MI: University of Michigan.

Rawson, K. A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, 140, 283–302. doi: 10.1037/a0023956

Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend on time of test. Journal of Educational Psychology, 97, 70–80.

Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20–27.

Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17, 249–255.

Taraban, R., Maki, W. S., & Rynearson, K. (1999). Measuring study time distributions: Implications for designing computer-based courses. Behavior Research Methods, Instruments, & Computers, 31, 263–269.

Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Erlbaum.