Doug Rohrer  Ph.D.            home   publications
          
                               
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   Peer-Reviewed Journal Articles

Rohrer, D., Dedrick, R. F., & Burgess, K. (in press). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review. 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. (2013).  Can the goal of honesty be primed? Journal of Experimental Social Psychology, 14, 959-964.  PDF

Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367. 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., & 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

• Taylor, K., & Rohrer, D. (2010). The effects of interleaving practice. Applied Cognitive Psychology, 24, 837-848. 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

• 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

• Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics practice problems improves learning. Instructional Science, 35, 481-498. PDF one-page summary

• Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current Directions in Psychological Science, 16, 183-186. 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., & 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

• 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., 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