Carpenter, S. K. (in press). Effects of testing on learning. To appear in N. Seel (Ed.), Encyclopedia of the Sciences of Learning. [pdf]
Carpenter, S. K., & Kelly, J. W. (in press). Tests enhance retention and transfer of spatial learning. Psychonomic Bulletin & Review.
Carpenter, S. K., Sachs, R. E., Martin, B., Schmidt, K., & Looft, R. (in press). Learning new vocabulary in German: The effects of inferring word meanings, type of feedback, and time of test. Psychonomic Bulletin & Review. [pdf]
Carpenter, S. K., & Olson, K. M. (in press). Are pictures good for learning new vocabulary in a foreign language? Only if you think they are not. Journal of Experimental Psychology: Learning, Memory, & Cognition. [pdf]
Carpenter, S. K. (2011). Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect. Journal of Experimental Psychology: Learning, Memory, & Cognition, 37, 1547-1552. [pdf]
Carpenter, S. K., & Vul, E. (2011). Delaying feedback by three seconds benefits retention of face-name pairs: The role of active anticipatory processing. Memory & Cognition, 39, 1211-1221. [pdf]
Kang, S. H., Pashler, H., Cepeda, N. J., Rohrer, D., Carpenter, S. K., & Mozer, M. C. (2011). Does incorrect guessing impair fact learning? Journal of Educational Psychology, 103, 48-59. [pdf]
Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval. Journal of Experimental Psychology: Learning, Memory, & Cognition, 35, 1563-1569. [pdf]
Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009). Using tests to enhance 8th grade students' retention of U. S. history facts. Applied Cognitive Psychology, 23, 760-771. [pdf]
Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36, 438-448. [pdf]
Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review, 14, 187-193. [pdf]
Carpenter, S. K., & Pashler, H. (2007). Testing beyond words: Using tests to enhance visuospatial map learning. Psychonomic Bulletin & Review, 14, 474-478. [pdf]
Wixted, J. T., & Carpenter, S. K. (2007). The Wickelgren power law and the Ebbinghaus savings function. Psychological Science, 18, 133-134. [pdf]
Carpenter, S. K., Pashler, H., Cepeda, N. J., & Alvarez, D. (2007). Applying the principles of testing and spacing to classroom learning. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (p. 19). Nashville, TN: Cognitive Science Society.
Carpenter, S. K., Pashler, H., & Vul, E. (2006). What types of learning are enhanced by a cued recall test? Psychonomic Bulletin & Review, 13, 826-830. [pdf]
Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268-276. [pdf]
Carpenter, S. K., & DeLosh, E. L. (2005). Application of the testing and spacing effects to name-learning. Applied Cognitive Psychology, 19, 619-636. [pdf]
Carpenter, S. K. (2005). Some neglected contributions of Wilhelm Wundt to the psychology of memory. Psychological Reports, 97, 63-73. [pdf]
Carpenter, S. K. (2002). Cognitive process perspectives on timesharing. In E. D. Heggestad, S. K. Carpenter, W. G. O'Shea, E. L. DeLosh, & B. A. Clegg, Timesharing: Its future implications for the Navy (pp. 25-34). Contract No. DAAH04-96-C-0086. Research Triangle Park, NC: U. S. Army Research Office.