Psychological Sciences Faculty
Jeffrey D. Karpicke
James V. Bradley Associate Professor, Cognitive Psychology
Department of Psychological Sciences
703 Third Street
West Lafayette, IN 47907-2081 USA
Psychological Sciences, Room 3156
Degree: Ph.D. Washington University in St. Louis, 2007
Human learning and memory, especially retrieval processes; Cognitive science and education; Complex learning, comprehension, and knowledge application; Learning and cognitive strategies in children; Metacognition and self-regulated learning; Educational technology and computer-based learning.
Karpicke, J. D. (2009). Metacognitive control and strategy selection: Deciding to practice retrieval during learning. Journal of Experimental Psychology: General, 138, 469-486.
Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479.
Karpicke, J. D. & Roediger, H. L. (2010). Is expanding retrieval a superior method for learning text materials? Memory & Cognition 38, 116-124.
Karpicke, J. D. & Zaromb, F. M. (2010). Retrieval mode distinguishes the testing effect from the generation effect. Journal of Memory and Language, 62, 227-239.
Zaromb, F. M., Karpicke, J. D., & Roediger, H. L. (2010). Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 552-557.
Roediger, H. L. & Karpicke, J. D. (2010). Intricacies of spaced retrieval: A resolution. In A. S. Benjamin (Ed.), Successful Remembering and Successful Forgetting: Essays in Honor of Robert A. Bjork. New York: Psychology Press.
Karpicke, J. D. & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1250-1257.
Karpicke, J. D. & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775.
Karpicke, J. D. & Blunt, J. R. (2011). Response to comment on "Retrieval practice produces more learning than elaborative studying with concept mapping". Science, 334, 453.
McCabe, D. P., Roediger, H. L., & Karpicke, J. D. (2011). Automatic processing influences free recall: Converging evidence from the process dissociation procedure and remember-know judgments. Memory & Cognition, 39, 389-402.
Grimaldi, P. J. & Karpicke, J. D. (2012). When and why do retrieval attempts enhance subsequent encoding? Memory & Cognition, 40, 505-513.
Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21, 157-163.
Karpicke, J. D. & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for enhancing meaningful learning. Educational Psychology Review, 24, 401-418.
Karpicke, J. D. & Smith, M. A. (2012). Separate mnemonic effects of retrieval practice and elaborative encoding. Journal of Memory and Language, 67, 17-29.
Smith*, M. A., Roediger, H. L., & Karpicke*, J. D. (2013).Covert retrieval practice benefits retention as much as overt retrieval practice. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1712-1725.
Karpicke*, J. D., & Lehman, M. (2013). Human memory. In D. S. Dunn (Ed.), OxfordBibliographies Online: Psychology. New York: Oxford University Press.