| Title |
Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases
|
|---|---|
| Published in |
Educational Psychology Review, May 2015
|
| DOI | 10.1007/s10648-015-9310-x |
| Authors |
Tamara van Gog, John Sweller |
X Demographics
The data shown below were collected from the profiles of 40 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 10 | 25% |
| Netherlands | 3 | 8% |
| United States | 3 | 8% |
| Italy | 1 | 3% |
| Thailand | 1 | 3% |
| South Africa | 1 | 3% |
| Canada | 1 | 3% |
| Australia | 1 | 3% |
| Comoros | 1 | 3% |
| Other | 0 | 0% |
| Unknown | 18 | 45% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 29 | 73% |
| Scientists | 9 | 23% |
| Practitioners (doctors, other healthcare professionals) | 2 | 5% |
Mendeley readers
The data shown below were compiled from readership statistics for 269 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 3 | 1% |
| Germany | 2 | <1% |
| United Kingdom | 1 | <1% |
| Norway | 1 | <1% |
| Spain | 1 | <1% |
| China | 1 | <1% |
| Unknown | 260 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 40 | 15% |
| Student > Master | 40 | 15% |
| Student > Bachelor | 32 | 12% |
| Researcher | 23 | 9% |
| Student > Postgraduate | 15 | 6% |
| Other | 59 | 22% |
| Unknown | 60 | 22% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 93 | 35% |
| Social Sciences | 37 | 14% |
| Medicine and Dentistry | 9 | 3% |
| Agricultural and Biological Sciences | 8 | 3% |
| Neuroscience | 8 | 3% |
| Other | 44 | 16% |
| Unknown | 70 | 26% |
Attention Score in Context
This research output has an Altmetric Attention Score of 30. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 10 July 2021.
All research outputs
#1,282,501
of 25,208,845 outputs
Outputs from Educational Psychology Review
#109
of 763 outputs
Outputs of similar age
#15,699
of 271,721 outputs
Outputs of similar age from Educational Psychology Review
#4
of 15 outputs
Altmetric has tracked 25,208,845 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 94th percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 763 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 21.5. This one has done well, scoring higher than 85% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 271,721 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 94% of its contemporaries.
We're also able to compare this research output to 15 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 80% of its contemporaries.