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Doug
Rohrer
Ph.D.
home publications |
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Peer-Reviewed Journal Articles
• Rohrer, D., & Hartwig, M. K. (2020). Unanswered questions about spaced interleaved mathematics practice. Journal of Applied Research in Memory and Cognition, 9, 433-438. PDF
•
Rohrer,
D., Pashler, H., & Harris, C. R. (2019). Discrepant
data and improbable results: An examination of Vohs, Mead,
and Goode (2006). Basic and Applied Social Psychology, 41,
263-271. PDF
• Pashler, H., Rohrer, D., Abramson, I., Wolfson, T., & Harris, C. (2016). Response to comments by Chatterjee, Rose, and Sinha. Basic and Applied Social Psychology, 38, 41-46. PDF
• Pashler, H., Rohrer, D., Abramson, I., Wolfson, T., & Harris, C. (2016). A social priming data set with troubling oddities. Basic and Applied Social Psychology, 38, 3-19. PDF
• Pashler, H., Bjork, R., McDaniel, M., & Rohrer, D. (2015). Comment on Sternberg's review of Zhang. The American Journal of Psychology, 128, 122-125. PDF• Rohrer, D. (2015). Student instruction should be distributed over long time periods. Educational Psychology Review, 27, 635-643. PDF
• Rohrer, D., Dedrick, R. F., & Stershic, S. (2015).
Interleaved practice improves mathematics learning. Journal
of Educational Psychology, 107, 900-908. PDF one-page
summary
• Rohrer,
D., Pashler, H., & Harris, C. R. (2015). Do subtle
reminders of money change people's political views? Journal
of Experimental Psychology: General, 144, e73-e85. PDF
• Rohrer, D., Dedrick, R. F., & Burgess, K. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 21, 1323-1330. PDF
• Harris, C. R., Coburn, N., Rohrer, D., Pashler, H. (2013). Two failures to replicate high-performance-goal priming effects. PLoS One 8(8): e72467. doi:10.1371/journal.pone.0072467 PDF
• Pashler, H., Rohrer, D., & Harris, C. R. (2013). Can the goal of honesty be primed? Journal of Experimental Social Psychology, 14, 959-964. PDF
• Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369-378. PDF
•
Rohrer, D. (2012). Interleaving helps students
distinguish among similar concepts. Educational
Psychology Review, 24, 355-367. PDF
• Rohrer, D., & Pashler, H. (2012). Learning styles: Where’s
the evidence? Medical Education, 46, 634-635.
PDF
• Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39, 406-412. PDF
• Rohrer, D., Taylor, K., & Sholar, B. (2010). Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 233-239. PDF• Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24, 837-848. PDF
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119. PDF
• Rohrer, D. (2009). Avoidance of overlearning characterizes the spacing effect. European Journal of Cognitive Psychology, 21, 1001-1012. PDF
• Rohrer, D. (2009). The effects of spacing and mixing
practice problems. Journal
for Research in Mathematics Education, 40, 4-17. PDF
• Cepeda, N. J., Mozer, M. C., Coburn, N., Rohrer, D., Wixted, J. T., & Pashler, H. (2009). Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology, 56, 236-246. PDF
• Cepeda, N. J.,
Vul, E., Rohrer, D., Wixted, J. T., &
Pashler, H. (2008). Spacing effects in learning: A temporal
ridgeline of optimal retention. Psychological Science, 11, 1095-1102. PDF
• Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter,
S. K. (2007). Enhancing learning and retarding
forgetting: Choices and consequences. Psychonomic Bulletin &
Review, 14, 187-193. PDF
• Rohrer, D., & Pashler, H. (2007). Increasing retention
without increasing study time. Current Directions in Psychological Science, 16,
183-186. PDF
• Rohrer, D., & Taylor, K. (2007). The shuffling of
mathematics practice problems improves learning. Instructional Science,
35, 481-498. PDF
one-page
summary
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., &
Rohrer, D. (2006). Distributed practice in verbal recall: A
review and quantitative synthesis. Psychological Bulletin, 132, 354-380. PDF.
• Rohrer, D., & Taylor, K. (2006). The effects of
overlearning and distributed practice on the retention of
mathematics knowledge. Applied
Cognitive Psychology, 20, 1209-1224. PDF
one-page
summary
• Rohrer, D., Taylor, K., Pashler, H.,
Cepeda, N. J., & Wixted, J. T. (2005). The effect of
overlearning on long-term retention. Applied Cognitive Psychology, 19, 361-374. PDF
one-page
summary
• Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D.
(2005). When does feedback facilitate learning of words? Journal of Experimental
Psychology: Learning, Memory, and Cognition, 31, 3-8.
PDF
• Rohrer, D. (2003). The natural
appearance of unnatural incline speed. Memory & Cognition, 31,
816-826. PDF
• Rohrer, D., & Pashler, H. (2003). Concurrent task effects on memory retrieval. Psychonomic Bulletin & Review, 10, 96-103. PDF
• Rohrer, D. (2002). The breadth of memory search. Memory, 10, 291-301. PDF
• Rohrer, D. (2002). Misconceptions about incline speed for nonlinear slopes. Journal of Experimental Psychology: Human Perception and Performance, 28, 963-973. PDF
• Rohrer, D., Salmon, D. P., Wixted, J. T., & Paulsen, J. S. (1999). The disparate effects of Alzheimer’s disease and Huntington’s disease on semantic memory. Neuropsychology, 13, 381-388. PDF
• Rohrer, D., Pashler, H. & Etchegaray, J. (1998). When two memories can and cannot be retrieved concurrently. Memory & Cognition, 26, 731-739. PDF
• Rohrer, D. (1996). On the relative and absolute strength of a memory trace. Memory & Cognition, 24, 188-201. PDF
• Rohrer, D., Wixted, J. T., Salmon, D. P., & Butters, N. (1995). Retrieval from semantic memory and its implications for Alzheimer’s disease. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1127-1139. PDF
• Rohrer, D., & Wixted, J. T. (1994). An analysis of latency and interresponse time in free recall. Memory & Cognition, 22, 511-524. PDF
• Wixted, J. T., & Rohrer, D. (1994). Analyzing the dynamics of free recall: An integrative review of the empirical literature. Psychonomic Bulletin & Review, 1, 89-106. PDF
• Wixted, J. T., & Rohrer, D. (1993). Proactive interference and the dynamics of free recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1024-1039. PDF
• Sloman, S. A., Bower, G. H., & Rohrer, D. (1991). Congruency effects in part list cuing inhibition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 974-982. PDF