Does retrieval practice depend on semantic cues? Assessing the fuzzy trace account of the testing effect
G.G. van Eersel; P.P.J.L. Verkoeijen; H.K. Tabbers; S. Bouwmeester; R.M.J.P. Rikers
With task experience students learn to ignore the content, not just the location of irrelevant information
G.J. Rop; P.P.J.L. Verkoeijen; T. van Gog