Journal Articles

Butler, A. C., Black-Maier, A. D., Raley, N. D., & Marsh, E. J. (in press). Retrieving and applying knowledge to different examples promotes transfer of learning. Journal of Experimental Psychology: Applied.

Butler, A. C., Rice, H. J., Wooldridge, C. L., & Rubin, D. C. (2016). Visual imagery in autobiographical memory: The role of repeated retrieval in shifting perspective. Consciousness and Cognition, 42, 237-253.

Emke, A. R., Butler, A. C., & Larsen, D. P. (2016). Effects of Team-Based Learning on short-term and long-term retention of factual knowledge. Medical Teacher, 38, 306-311.

Muzyk, A. J., Fuller, S., Jiroutek, M. R., Grochowski, C. O., Butler, A. C., & May, D. B. (2015). Implementation of a flipped classroom model to teach psychopharmacotherapy to third-year Doctor of Pharmacy (PharmD) students. Pharmacy Education, 15, 44-53.

Larsen, D. P., Butler, A. C., Aung, W. Y., Corboy, J. C., Friedman, D. I., & Sperling, M. R. (2015). The effects of test-enhanced learning on long-term retention in AAN annual meeting courses. Neurology, 84, 748-754.

Mullet, H. G., Butler, A. C., Verdin, B., von Borries, R., & Marsh, E. J. (2014). Delaying feedback promotes transfer of learning in a STEM classroom. Journal of Applied Research in Memory & Cognition, 3, 222-229.

Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review, 26, 331-340.

Zaromb, F., Butler, A. C., Agarwal, P. K., & Roediger, H. L., III (2014). Collective memories of three wars in United States history in younger and older adults. Memory & Cognition, 42, 383-399.

Larsen, D. P., Butler, A. C., Lawson, A. L., & Roediger, H. L., III (2013). The importance of seeing the patient: Test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Advances in Health Sciences Education, 18, 409-425.

Larsen, D. P., Butler, A. C., & Roediger, H. L., III (2013). Comparative effects of test-enhanced learning and self-explanation on long-term retention. Medical Education, 47, 674–682.

Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105, 290-298.

Marsh, E. J., Butler, A. C., & Umanath, S. (2012). Using fictional sources in the classroom: Applications from cognitive psychology. Educational Psychology Review, 24, 449-469.

Umanath, S., Butler, A. C., & Marsh, E. J. (2012). Positive and negative effects of monitoring popular films for historical inaccuracies. Applied Cognitive Psychology, 26, 556-567.

Butler, A. C., Dennis, N. A., & Marsh, E. J. (2012). Inferring facts from fiction: Reading correct and incorrect information affects memory for related information. Memory, 20, 487-498.

Butler, A. C., Fazio, L. F., & Marsh, E. J. (2011). The hypercorrection effect persists over a week, but high confidence errors return. Psychonomic Bulletin & Review, 18, 1238-1244.

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.

Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1118-1133.

Larsen, D. P., Butler, A. C., & Roediger, H. L., III (2009). Repeated testing improves long-term retention relative to repeated study: A randomized, controlled trial. Medical Education, 43, 1174–1181.

Butler, A. C., Kang, S. H. K., & Roediger, H. L., III (2009). Congruity effects between materials and processing tasks in the survival processing paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1477–1486.

Butler, A. C., Zaromb, F., Lyle, K. B., & Roediger, H. L., III (2009). Using popular films to enhance classroom learning: The good, the bad, and the interesting. Psychological Science, 20, 1161-1168.

Karpicke, J. D., Butler, A. C., & Roediger, H. L., III (2009). Do students practice retrieval when they study on their own? Memory, 17, 471-479.

Larsen, D. P., Butler, A. C., & Roediger, H. L., III (2008). Test-enhanced learning in medical education. Medical Education, 42, 959-966.

Butler, A. C., Karpicke, J. D., & Roediger, H. L., III (2008). Correcting a meta-cognitive error: Feedback increases retention of low confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928.

Butler, A. C., & Roediger, H. L., III (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616.

Butler, A. C., Karpicke, J. D., & Roediger, H. L., III (2007) The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.

Arevalo, A. L., Perani, D., Cappa, S. F., Butler, A. C., Bates, E., & Dronkers, N. (2007). Action and object processing in aphasia: From nouns and verbs to the effect of manipulability. Brain and Language, 100, 79-94.

Butler, A. C., & Roediger, H. L., III (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.

Butler, A. C., Marsh, E. J., Goode, M. K., & Roediger, H. L., III (2006). When additional multiple-choice lures aid versus hinder later memory. Applied Cognitive Psychology, 20, 941-956.

Bulevich, J. B., Roediger, H. L., III, Balota, D. A., & Butler, A. C. (2006). Failures to find suppression of episodic memories in the think/no-think paradigm. Memory & Cognition, 34, 1569-1577.

Szekely, S., Jacobsen, T., D’Amico, S., Devescovi, A., Andonova, E., Herron, D., Lu, C., Pechmann, T., Pleh, C., Wicha, N., Federmeier, K., Gerdjikova, I., Gutierrez, G., Hung, D., Hsu, J., Iyer, G., Kohnert, K., Mehotcheva, T., Orozco-Figueroa, A., Tzeng, A., Tzeng, O., Arevalo, A., Vargha, A., Butler, A. C., Buffington, R., & Bates, E. (2004). A new on-line resource for psycholinguistic studies. Journal of Memory and Language, 51, 247-250.

Commentaries

Butler, A. C., & Raley, N. D. (2015). The future of medical education: Assessing the impact of interventions on long-term retention and clinical care. Journal of Graduate Medical Education, 7, 483-485.

Butler, A. C., & Carpenter, S. K. (2015). Separating myth from reality in education: Introduction to the special issue. Educational Psychology Review, 27, 563-565.

Chapters

Wang, L., & Butler, A. C. (in press). Transfer. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation.

Larsen, D. P., & Butler, A. C. (2013). Test-enhanced learning. In Walsh, K. (Ed.), Oxford textbook of medical education (pp. 443-452). Oxford: Oxford University Press.

Marsh, E. J., & Butler, A. C. (2013). Memory in educational settings. In D. Reisberg (Ed.), Oxford handbook of cognitive psychology (pp. 299-317). Oxford: Oxford University Press.

Roediger, H. L., III, & Butler, A. C. (2013). Retrieval practice (testing) effect. In H. Pashler (Ed.), Encyclopedia of the mind (pp. 660-661). Los Angeles, CA: Sage Publications, Inc.

Roediger, H. L., III, & Butler, A. C. (2011). Paradoxes of remembering and knowing. In N. Kapur, A. Pascual-Leone, & V. Ramachandran (Eds.), The paradoxical brain (pp. 151-176). Cambridge: Cambridge University Press.

McDaniel, M. A., & Butler, A. C. (2010). A contextual framework for understanding when difficulties are desirable. In A. S. Benjamin (Ed.), Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork (pp. 175-198). New York: Psychology Press.

Roediger, H. L., III, Zaromb, F., & Butler, A. C. (2009). The role of repeated retrieval in shaping collective memory. In P. Boyer and J. V. Wertsch (Eds.), Memory in mind and culture (pp. 29-58). Cambridge: Cambridge University Press.