Doug Rohrer  Ph.D.            home   publications
          
                               
This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons downloading the PDF files linked hereto are expected to adhere to the terms and constraints invoked by each author's copyright. These works may not be reposted, republished, duplicated, or distributed to any entity, individuals or individual without the explicit permission of the copyright holder.

   Peer-Reviewed Journal Articles

• Rohrer, D. (2024). Researcher bias and the enduring gap between the world's fastest men and women. Frontiers in Physiology, 15, 1360731. PDF

• Hartwig, M. K., Rohrer, D., & Dedrick, R. F. (2022). Scheduled math practice: Students' underappreciation of spacing and interleaving. Journal of Experimental Psychology: Applied, 28, 100-132.  PDF

• Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overconfidence. Applied Cognitive Psychology, 35, 1082-1089.  PDF

• Harris, C., Rohrer, D., & Pashler, H. (2021). A train wreck by any other name. Psychological Inquiry, 32, 17-23. PDF

•
Rohrer, D.,
Dedrick, R. F., &  Hartwig, M. K. (2020). The scarcity of interleaved practice in mathematics textbooks. Educational Psychology Review, 32, 873-883. PDF

•
Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112, 40-52. PDF 

• 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

• Tran, R., Rohrer, D. & Pashler, H. (2015). Retrieval practice: The lack of transfer to deductive inferences. Psychonomic Bulletin & Review, 22, 135-140. 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): e72467doi: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

• Kang, S. H. K., Pashler, H., Cepeda, N. J., Rohrer, D., Carpenter, S. K., & Mozer, M. C. (2011). Does incorrect guessing  impair fact learning? Journal of Educational Psychology, 103, 48-59 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