| 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 | 772 | 2009 |
| Why testing improves memory: Mediator effectiveness hypothesis MA Pyc, KA Rawson Science 330 (6002), 335-335, 2010 | 535 | 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 | 472 | 2012 |
| How and when do students use flashcards? KT Wissman, KA Rawson, MA Pyc Memory 20 (6), 568-579, 2012 | 255 | 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, 1140-1147, 2011 | 177 | 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 | 150 | 2012 |
| Examining the efficiency of schedules of distributed retrieval practice MA Pyc, KA Rawson Memory & Cognition 35 (8), 1917-1927, 2007 | 127 | 2007 |
| 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 | 70 | 2014 |
| 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 | 62 | 2010 |
| 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 | 54 | 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 | 54 | 2011 |
| 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 | 52 | 2010 |
| Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects? KE Vaughn, KA Rawson, MA Pyc Psychonomic bulletin & review 20, 1239-1245, 2013 | 32 | 2013 |
| Metacognitive monitoring during criterion learning: When and why are judgments accurate? MA Pyc, KA Rawson, AJ Aschenbrenner Memory & cognition 42, 886-897, 2014 | 31 | 2014 |
| 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, 976-988, 2012 | 21 | 2012 |
| Applying cognitive psychology to education: Complexities and prospects. HL Roediger III, MA Pyc Elsevier Science 1 (4), 263, 2012 | 20 | 2012 |
| 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, 1376-1388, 2018 | 15 | 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 | 14 | 2018 |
| Between-list lag effects in recall depend on retention interval MA Pyc, DA Balota, KB McDermott, T Tully, HL Roediger Memory & cognition 42, 965-977, 2014 | 14 | 2014 |
| Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis K Morehead, J Dunlosky, KA Rawson, M Bishop, MA Pyc Memory 26 (4), 535-546, 2018 | 5 | 2018 |
