Handoff: works met here that belong to another topic
One line each: key, why, which topic. Not reviewed here.
| Key (proposed) | Why | Topic |
|---|---|---|
| Rawson (2020) | a potential boundary condition of successive relearning for mathematical procedures, 431 students, novel problems a week later (abstract partly read) (Educational Psychology Review 32, 851-871, https://doi.org/10.1007/s10648-020-09528-y) | exercise-sets |
| Maie (2025) | cumulative weekly quizzes against non-cumulative ones, with flashcards as preparation; the quiz design is the variable (TESOL Quarterly, https://eric.ed.gov/?id=EJ1489070) | practice-questions |
| Embedded questions in multimedia, 2026 | effects of embedded questions on learning and creative thinking in multimedia learning (https://doi.org/10.1007/s10639-026-14162-2; title read only) | practice-questions |
| Branwen 2019 | claims an order of retrieval formats (free recall, short answer, multiple choice, cloze, recognition) from research; a lead for format, not checked here | practice-questions |
| Bauer (2023) | dissertation on flashcards for factual and conceptual knowledge with higher-level application questions (https://eric.ed.gov/?id=ED635104; abstract read) | practice-questions (question level) |
| Janes 2020 | successive relearning through a flashcard program in a biopsychology course, ds 0.54 to 1.10; an effect the core holds (Rawson 2013) | core learning-science, linked |