Mary Pyc
Mary Pyc
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Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?
MA Pyc, KA Rawson
Journal of Memory and Language 60 (4), 437-447, 2009
Why testing improves memory: Mediator effectiveness hypothesis
MA Pyc, KA Rawson
Science 330 (6002), 335-335, 2010
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice
HL Roediger III, MA Pyc
Journal of Applied Research in Memory and Cognition 1 (4), 242-248, 2012
How and when do students use flashcards?
KT Wissman, KA Rawson, MA Pyc
Memory 20 (6), 568-579, 2012
The interim test effect: Testing prior material can facilitate the learning of new material
KT Wissman, KA Rawson, MA Pyc
Psychonomic Bulletin & Review 18 (6), 1140-1147, 2011
Why is test–restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis.
MA Pyc, KA Rawson
Journal of Experimental Psychology: Learning, Memory, and Cognition 38 (3), 737, 2012
Applying science of learning in education: Infusing psychological science into the curriculum
VA Benassi, C Overson, CM Hakala
American Psychological Association, 2014
Examining the efficiency of schedules of distributed retrieval practice
MA Pyc, KA Rawson
Memory & Cognition 35 (8), 1917-1927, 2007
Toward an understanding of students’ allocation of study time: Why do they decide to mass or space their practice?
MA Pyc, J Dunlosky
Memory & Cognition 38 (4), 431-440, 2010
Normative multitrial recall performance, metacognitive judgments, and retrieval latencies for Lithuanian—English paired associates
PJ Grimaldi, MA Pyc, KA Rawson
Behavior Research Methods 42 (3), 634-642, 2010
Establishing and explaining the testing effect in free recall for young children.
SL Lipowski, MA Pyc, J Dunlosky, KA Rawson
Developmental Psychology 50 (4), 994, 2014
The production effect: Costs and benefits in free recall.
AC Jones, MA Pyc
Journal of Experimental Psychology: Learning, Memory, and Cognition 40 (1), 300, 2014
Costs and benefits of dropout schedules of test–restudy practice: Implications for student learning
MA Pyc, KA Rawson
Applied Cognitive Psychology 25 (1), 87-95, 2011
Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects?
KE Vaughn, KA Rawson, MA Pyc
Psychonomic bulletin & review 20 (6), 1239-1245, 2013
Are judgments of learning made after correct responses during retrieval practice sensitive to lag and criterion level effects?
MA Pyc, KA Rawson
Memory & Cognition 40 (6), 976-988, 2012
Metacognitive monitoring during criterion learning: When and why are judgments accurate?
MA Pyc, KA Rawson, AJ Aschenbrenner
Memory & cognition 42 (6), 886-897, 2014
Applying cognitive psychology to education: Complexities and prospects
HL Roediger, MA Pyc
Journal of Applied Research in Memory and Cognition 4 (1), 263-265, 2012
Between-list lag effects in recall depend on retention interval
MA Pyc, DA Balota, KB McDermott, T Tully, HL Roediger
Memory & cognition 42 (6), 965-977, 2014
Examining the contributions of desirable difficulty and reminding to the spacing effect
GB Maddox, MA Pyc, ZS Kauffman, JD Gatewood, AM Schonhoff
Memory & cognition 46 (8), 1376-1388, 2018
When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the “Displaced-JOL effect”
Y Bui, MA Pyc, H Bailey
Memory 26 (6), 771-783, 2018
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