eduevidence 6.2.0 → 6.3.0

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  1. package/CHANGELOG.md +395 -0
  2. package/README.md +22 -13
  3. package/README.zh-CN.md +15 -8
  4. package/SKILL.md +10 -9
  5. package/benchmarks/evidence-library.json +277 -1
  6. package/docs/architecture.md +6 -3
  7. package/docs/j-ev-experimental.md +250 -0
  8. package/docs/reproducibility.md +138 -0
  9. package/domains/_neutral/copy/few_shots.json +21 -0
  10. package/domains/_neutral/copy/framing_lexicon.json +19 -0
  11. package/domains/_neutral/copy/module_labels.json +5 -0
  12. package/domains/_neutral/copy/module_labels_footer.json +102 -0
  13. package/domains/_neutral/copy/module_labels_modules.json +204 -0
  14. package/domains/_neutral/copy/module_labels_nav.json +126 -0
  15. package/domains/_neutral/copy/module_labels_summary.json +98 -0
  16. package/domains/_neutral/copy/module_labels_tables.json +164 -0
  17. package/domains/_neutral/copy/module_labels_v2.json +90 -0
  18. package/domains/_neutral/copy/risk_constructs.json +20 -0
  19. package/domains/_neutral/copy/section_titles.json +66 -0
  20. package/domains/_neutral/copy/terminology.json +11 -0
  21. package/domains/check_copy_packs.py +103 -0
  22. package/domains/education/copy/few_shots.json +22 -0
  23. package/domains/education/copy/framing_enums.json +167 -0
  24. package/domains/education/copy/framing_lexicon.json +166 -0
  25. package/domains/education/copy/module_labels.json +169 -0
  26. package/domains/education/copy/risk_constructs.json +48 -0
  27. package/domains/education/copy/section_titles.json +186 -0
  28. package/domains/education/copy/terminology.json +70 -0
  29. package/domains/education/manifest.json +1 -1
  30. package/domains/education/outcome_taxonomy.json +2 -2
  31. package/domains/manifest.json +1 -1
  32. package/domains/policy/copy/few_shots.json +22 -0
  33. package/domains/policy/copy/framing_enums.json +94 -0
  34. package/domains/policy/copy/framing_lexicon.json +174 -0
  35. package/domains/policy/copy/module_labels.json +168 -0
  36. package/domains/policy/copy/risk_constructs.json +33 -0
  37. package/domains/policy/copy/section_titles.json +186 -0
  38. package/domains/policy/copy/terminology.json +64 -0
  39. package/engine/capabilities.py +57 -5
  40. package/engine/decision_policy.py +88 -17
  41. package/engine/library_builtin.py +7 -4
  42. package/engine/tribunal.py +17 -23
  43. package/engine/versions.py +1 -1
  44. package/examples/ai-coding-assistant-evidence/EduEvidence_Report.html +4 -4
  45. package/examples/ai-coding-assistant-evidence/reports-5themes/EduEvidence_Report_academic.html +4 -4
  46. package/examples/ai-coding-assistant-evidence/reports-5themes/EduEvidence_Report_claude.html +4 -4
  47. package/examples/ai-coding-assistant-evidence/reports-5themes/EduEvidence_Report_datalab-dark.html +4 -4
  48. package/examples/ai-coding-assistant-evidence/reports-5themes/EduEvidence_Report_datalab.html +4 -4
  49. package/examples/ai-coding-assistant-evidence/reports-5themes/EduEvidence_Report_presentation.html +4 -4
  50. package/examples/spaced-retrieval-practice/EduEvidence_Report.html +2728 -0
  51. package/examples/spaced-retrieval-practice/report.html +2522 -0
  52. package/examples/spaced-retrieval-practice/reports-5themes/EduEvidence_Report_academic.html +4 -4
  53. package/examples/spaced-retrieval-practice/reports-5themes/EduEvidence_Report_claude.html +4 -4
  54. package/examples/spaced-retrieval-practice/reports-5themes/EduEvidence_Report_datalab-dark.html +4 -4
  55. package/examples/spaced-retrieval-practice/reports-5themes/EduEvidence_Report_datalab.html +4 -4
  56. package/examples/spaced-retrieval-practice/reports-5themes/EduEvidence_Report_presentation.html +4 -4
  57. package/examples/workplace-ai-assistant/EduEvidence_Report.html +2814 -0
  58. package/examples/workplace-ai-assistant/reports-5themes/EduEvidence_Report_academic.html +36 -36
  59. package/examples/workplace-ai-assistant/reports-5themes/EduEvidence_Report_claude.html +36 -36
  60. package/examples/workplace-ai-assistant/reports-5themes/EduEvidence_Report_datalab-dark.html +36 -36
  61. package/examples/workplace-ai-assistant/reports-5themes/EduEvidence_Report_datalab.html +36 -36
  62. package/examples/workplace-ai-assistant/reports-5themes/EduEvidence_Report_presentation.html +36 -36
  63. package/integrations/jev/__init__.py +115 -0
  64. package/integrations/jev/approval.py +212 -0
  65. package/integrations/jev/cli.py +84 -0
  66. package/integrations/jev/config.py +112 -0
  67. package/integrations/jev/gateway.py +128 -0
  68. package/integrations/jev/modes.py +38 -0
  69. package/integrations/jev/tools_classify.py +88 -0
  70. package/integrations/jev/tools_extract.py +111 -0
  71. package/integrations/jev/tools_rerank.py +71 -0
  72. package/integrations/jev/tools_screen.py +87 -0
  73. package/integrations/jev/tools_verify.py +95 -0
  74. package/integrations/jev_mcp.py +22 -0
  75. package/integrations/semantic_decide.py +286 -0
  76. package/integrations/semdecide_cli.py +55 -0
  77. package/package.json +9 -1
  78. package/pyproject.toml +1 -1
  79. package/references/report-copy-style.md +43 -3
  80. package/schemas/v2/decision-snapshot.schema.json +20 -9
  81. package/schemas/v2/intake.schema.json +191 -0
  82. package/scripts/build_evidence_library.py +15 -5
  83. package/scripts/dashboard_server.py +13 -2
  84. package/scripts/intake/__init__.py +31 -0
  85. package/scripts/intake/__main__.py +18 -0
  86. package/scripts/intake/background.py +78 -0
  87. package/scripts/intake/browser.py +79 -0
  88. package/scripts/intake/cli.py +57 -0
  89. package/scripts/intake/constants.py +57 -0
  90. package/scripts/intake/depth.py +53 -0
  91. package/scripts/intake/enhancements.py +106 -0
  92. package/scripts/intake/hooks.py +90 -0
  93. package/scripts/intake/prefs.py +76 -0
  94. package/scripts/intake/prompts.py +85 -0
  95. package/scripts/intake/session.py +152 -0
  96. package/scripts/lint_file_layers.py +126 -0
  97. package/scripts/orchestrator.py +68 -17
  98. package/scripts/pre_verdict_gate.py +21 -7
  99. package/scripts/skill_lint.py +11 -1
  100. package/scripts/skill_payload.py +3 -3
  101. package/scripts/test_adversarial_empirical.py +70 -6
  102. package/skill/agents/evidence-judge.md +49 -7
  103. package/skill/workflows/experimental-jev.md +170 -0
  104. package/skill/workflows/intake.md +120 -0
  105. package/visualization/eduevidence-report/scripts/build_infographics.py +32 -14
  106. package/visualization/eduevidence-report/scripts/build_report.py +75 -662
  107. package/visualization/eduevidence-report/scripts/report_copy_pack.py +296 -0
  108. package/visualization/eduevidence-report/scripts/report_copy_policy_guard.py +47 -0
  109. package/visualization/eduevidence-report/scripts/zh_labels.py +61 -0
  110. package/scripts/build_esl_artifacts.py +0 -1921
  111. package/scripts/build_killer_demo.py +0 -295
  112. package/scripts/enrich_projects_human_and_lieflat.py +0 -315
  113. package/scripts/generate_new_projects.py +0 -686
  114. package/scripts/sync_killer_demo_report.py +0 -270
package/examples/spaced-retrieval-practice/reports-5themes/EduEvidence_Report_claude.html CHANGED
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  <h3>学习指标</h3><ul><li>延迟保持分数</li><li>迁移任务分数</li></ul>
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  <h3>风险指标</h3><ul><li>认知负荷自评</li></ul>
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  <h3>评价设计信息图</h3>
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- <svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="评价设计流程"><title>评价设计流程</title><desc>基线、后测、保持测试与迁移测试的评价流程；完整指标与分析计划见评估章节。</desc><defs><marker id="arr-zh-full-evaluation" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">评价设计流程</text><rect x="30" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="105.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="105.0" y="138.0">基线</tspan></text><text x="105.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">前测</text><line x1="180" y1="138" x2="192" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-zh-full-evaluation)"/><rect x="192" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="267.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="267.0" y="138.0">后测</tspan></text><text x="267.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">后测</text><line x1="342" y1="138" x2="354" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-zh-full-evaluation)"/><rect x="354" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="429.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="429.0" y="138.0">保持</tspan></text><text x="429.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">保持测试</text><line x1="504" y1="138" x2="516" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-zh-full-evaluation)"/><rect x="516" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="591.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="591.0" y="138.0">迁移</tspan></text><text x="591.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">迁移测试（无 AI）</text></svg><div class="visual-suppressed"><strong>基准图已抑制</strong><p>result.json 未携带 benchmark.baselines，本图不绘制；基准表现见独立基准报告。</p></div></div></section><section id="full-06-sources" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>06 来源、溯源与附录</h2><p class="full-chapter-lead">保留原始来源、URL、证据 ID 和获取信息，确保可回查。</p></header><div class="full-chapter-body"><h3>来源列表</h3><div class='table-wrap'><table class='data-table source-table'><thead><tr><th>ID</th><th>标题</th><th>年份</th><th>权威级别</th><th>可验证位置</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2007</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1037/0278-7393.33.4.704">https://doi.org/10.1037/0278-7393.33.4.704</a></dd></div></dl></details></td><td>2007</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1037/0278-7393.33.4.704'>https://doi.org/10.1037/0278-7393.33.4.704</a></td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Covert retrieval practice benefits retention as much as overt retrieval practice.<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Covert retrieval practice benefits retention as much as overt retrieval practice.</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2013</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1037/a0033569">https://doi.org/10.1037/a0033569</a></dd></div></dl></details></td><td>2013</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1037/a0033569'>https://doi.org/10.1037/a0033569</a></td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2016</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1007/s10648-015-9349-8">https://doi.org/10.1007/s10648-015-9349-8</a></dd></div></dl></details></td><td>2016</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1007/s10648-015-9349-8'>https://doi.org/10.1007/s10648-015-9349-8</a></td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Retention and Transfer<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Retrieval Practice for Retention and Transfer</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2019</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1177/0040059919847210">https://doi.org/10.1177/0040059919847210</a></dd></div></dl></details></td><td>2019</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1177/0040059919847210'>https://doi.org/10.1177/0040059919847210</a></td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2021</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1007/s40670-021-01298-8">https://doi.org/10.1007/s40670-021-01298-8</a></dd></div></dl></details></td><td>2021</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1007/s40670-021-01298-8'>https://doi.org/10.1007/s40670-021-01298-8</a></td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Mnemonic benefits of retrieval practice at short retention intervals<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Mnemonic benefits of retrieval practice at short retention intervals</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2015</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1080/09658211.2014.889710">https://doi.org/10.1080/09658211.2014.889710</a></dd></div></dl></details></td><td>2015</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1080/09658211.2014.889710'>https://doi.org/10.1080/09658211.2014.889710</a></td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Practicing more retrieval routes leads to greater memory retention<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Practicing more retrieval routes leads to greater memory retention</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2016</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1016/j.actpsy.2016.05.014">https://doi.org/10.1016/j.actpsy.2016.05.014</a></dd></div></dl></details></td><td>2016</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1016/j.actpsy.2016.05.014'>https://doi.org/10.1016/j.actpsy.2016.05.014</a></td></tr></tbody></table></div><h3>Fetch 溯源</h3><p class="provenance-summary">搜索提供方：sciverse · 检索时间：2026-09-12T00:00:00+00:00</p><div class='table-wrap'><table class='data-table'><thead><tr><th>来源</th><th>Fetch 方式</th><th>状态</th><th>降级</th><th>时间</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr></tbody></table></div></div></section></main></div>
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+ <svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="评价设计流程"><title>评价设计流程</title><desc>基线、后测、保持测试与迁移测试的评价流程；完整指标与分析计划见评估章节。</desc><defs><marker id="arr-zh-full-evaluation" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">评价设计流程</text><rect x="30" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="105.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="105.0" y="138.0">基线</tspan></text><text x="105.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">前测</text><line x1="180" y1="138" x2="192" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-zh-full-evaluation)"/><rect x="192" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="267.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="267.0" y="138.0">后测</tspan></text><text x="267.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">后测</text><line x1="342" y1="138" x2="354" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-zh-full-evaluation)"/><rect x="354" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="429.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="429.0" y="138.0">保持</tspan></text><text x="429.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">保持测试</text><line x1="504" y1="138" x2="516" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-zh-full-evaluation)"/><rect x="516" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="591.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="591.0" y="138.0">迁移</tspan></text><text x="591.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">迁移测试</text></svg><div class="visual-suppressed"><strong>基准图已抑制</strong><p>result.json 未携带 benchmark.baselines，本图不绘制；基准表现见独立基准报告。</p></div></div></section><section id="full-06-sources" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>06 来源、溯源与附录</h2><p class="full-chapter-lead">保留原始来源、URL、证据 ID 和获取信息，确保可回查。</p></header><div class="full-chapter-body"><h3>来源列表</h3><div class='table-wrap'><table class='data-table source-table'><thead><tr><th>ID</th><th>标题</th><th>年份</th><th>权威级别</th><th>可验证位置</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2007</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1037/0278-7393.33.4.704">https://doi.org/10.1037/0278-7393.33.4.704</a></dd></div></dl></details></td><td>2007</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1037/0278-7393.33.4.704'>https://doi.org/10.1037/0278-7393.33.4.704</a></td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Covert retrieval practice benefits retention as much as overt retrieval practice.<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Covert retrieval practice benefits retention as much as overt retrieval practice.</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2013</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1037/a0033569">https://doi.org/10.1037/a0033569</a></dd></div></dl></details></td><td>2013</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1037/a0033569'>https://doi.org/10.1037/a0033569</a></td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2016</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1007/s10648-015-9349-8">https://doi.org/10.1007/s10648-015-9349-8</a></dd></div></dl></details></td><td>2016</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1007/s10648-015-9349-8'>https://doi.org/10.1007/s10648-015-9349-8</a></td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Retention and Transfer<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Retrieval Practice for Retention and Transfer</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2019</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1177/0040059919847210">https://doi.org/10.1177/0040059919847210</a></dd></div></dl></details></td><td>2019</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1177/0040059919847210'>https://doi.org/10.1177/0040059919847210</a></td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2021</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1007/s40670-021-01298-8">https://doi.org/10.1007/s40670-021-01298-8</a></dd></div></dl></details></td><td>2021</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1007/s40670-021-01298-8'>https://doi.org/10.1007/s40670-021-01298-8</a></td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Mnemonic benefits of retrieval practice at short retention intervals<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Mnemonic benefits of retrieval practice at short retention intervals</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2015</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1080/09658211.2014.889710">https://doi.org/10.1080/09658211.2014.889710</a></dd></div></dl></details></td><td>2015</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1080/09658211.2014.889710'>https://doi.org/10.1080/09658211.2014.889710</a></td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Practicing more retrieval routes leads to greater memory retention<details class="source-expander detail-expander"><summary>查看来源与溯源</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>原文标题</dt><dd>Practicing more retrieval routes leads to greater memory retention</dd></div><div class="source-detail-row"><dt>年份</dt><dd>2016</dd></div><div class="source-detail-row"><dt>权威级别</dt><dd>T1 DOI 可验证论文</dd></div><div class="source-detail-row"><dt>获取方式</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>获取状态</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>获取时间</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>可验证链接</dt><dd><a href="https://doi.org/10.1016/j.actpsy.2016.05.014">https://doi.org/10.1016/j.actpsy.2016.05.014</a></dd></div></dl></details></td><td>2016</td><td>T1 DOI 可验证论文</td><td class='cell-main'><a href='https://doi.org/10.1016/j.actpsy.2016.05.014'>https://doi.org/10.1016/j.actpsy.2016.05.014</a></td></tr></tbody></table></div><h3>Fetch 溯源</h3><p class="provenance-summary">搜索提供方：sciverse · 检索时间：2026-09-12T00:00:00+00:00</p><div class='table-wrap'><table class='data-table'><thead><tr><th>来源</th><th>Fetch 方式</th><th>状态</th><th>降级</th><th>时间</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr></tbody></table></div></div></section></main></div>
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  <article class="hero-insight next"><span>Next action</span><div class="hero-insight-text"><p>Adopt weekly short closed-book retrieval practice inside the introductory programming course, verified by a common delayed post-test;…</p><details class="detail-expander"><summary>Expand full explanation</summary><div class="detail-body"><p>Adopt weekly short closed-book retrieval practice inside the introductory programming course, verified by a common delayed post-test; fall back to pilot status for review if delayed retention drops below baseline or practice completion stays under 60%.</p></div></details></div></article>
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- </div><div class="scope-grid"><article class="scope-card"><h3>Research question</h3><p class="scope-text">在大学的程序设计入门课程中，是否应该用间隔重复与检索练习替代传统的集中式复习？这对学生的长期知识保持是否有效？</p></article><article class="scope-card"><h3>Target learners</h3><p class="scope-text">Education level: First-year undergraduate; Major: Computer science; Prior knowledge: no prior programming experience; Learner characteristics: large lecture with weekly labs</p></article><article class="scope-card"><h3>Course context</h3><p class="scope-text">Subject: Introductory programming; Course type: Lecture + lab; Duration: 16 weeks, one semester</p></article><article class="scope-card"><h3>AI intervention</h3><p class="scope-text">Method: spaced retrieval practice; Frequency: weekly short closed-book retrieval; Duration: one semester</p></article><article class="scope-card"><h3>Comparison</h3><p class="scope-text">concentrated review before exams (business as usual)</p></article><article class="scope-card"><h3>Outcome constructs</h3><p class="scope-text">Primary outcomes: Retention, Transfer; Secondary outcomes: Knowledge gain, Independent problem solving; Risk outcomes: Reduced effort</p></article><article class="scope-card"><h3>Research scope</h3><p class="scope-text">Time range: 2000 2026; Geography: Global; Study designs: Randomized controlled trial, Quasi-experimental</p></article><article class="scope-card"><h3>Decision success condition</h3><p class="scope-text">delayed retention improves or holds while transfer does not decline</p></article></div></div></section><section id="full-02-evidence-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>02 Key Evidence &amp; Outcome Separation</h2><p class="full-chapter-lead">Place task performance, actual learning, retention and risk on one evidence map without conflating them.</p></header><div class="full-chapter-body"><div class="retrieval-grid"><article><h3>Inclusion criteria</h3><ul><li>measures delayed retention or transfer</li><li>novice programming or STEM learners</li></ul></article><article><h3>Exclusion criteria</h3><ul><li>no delayed measurement</li><li>purely correlational</li></ul></article></div><div class="retrieval-coverage"><h3>Source coverage</h3><p><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code> <code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code> <code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code> <code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code> <code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code> <code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code> <code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></p><p class="retrieval-note">Sciverse meta-search 与 agentic-search 双通道，逐条经 /content 读原文</p></div><div class="outcome-separation" data-visual="outcome-separation"><div class="visual-heading"><h3>Outcome Separation · Task performance ≠ learning</h3><p>Outcomes are adjudicated separately so faster training performance is not silently treated as evidence of learning.</p><p class="semantic-note">Effect direction comes from evidence.effect_direction; supporting a claim does not imply a positive outcome.</p></div><div class="outcome-groups"><article class="outcome-group outcome-learning"><h3>Learning / retention / transfer</h3><ul><li><strong>Retention</strong><span class="outcome-states"><span class="dir pos">Positive effect 4</span><span class="dir neu">Null effect 1</span></span></li><li><strong>Transfer</strong><span class="outcome-states"><span class="dir pos">Positive effect 1</span></span></li></ul></article></div></div><div class='table-wrap outcome-table'><table class='data-table'><thead><tr><th>Outcome</th><th>Positive effect</th><th>Negative effect</th><th>Null effect</th><th>Evidence</th></tr></thead><tbody><tr><td><strong>Retention</strong><span class='raw-tag' title='raw id'>retention</span></td><td class='num'>4</td><td class='num'>0</td><td class='num'>1</td><td><code>E-001</code> <code>E-002</code> <code>E-003</code> <code>E-004</code> <code>E-005</code> </td></tr><tr><td><strong>Transfer</strong><span class='raw-tag' title='raw id'>transfer</span></td><td class='num'>1</td><td class='num'>0</td><td class='num'>0</td><td><code>E-006</code> </td></tr></tbody></table></div><div class='matrix-controls'><div class='matrix-tools'><input id='matrix-search-full-en' type='search' placeholder='Search evidence…' aria-label='Filter / search evidence'><select id='matrix-direction-full-en' aria-label='Filter by effect direction'><option value=''>All effects</option><option value='positive'>Positive effect</option><option value='negative'>Negative effect</option><option value='null'>Null effect</option></select><select id='matrix-outcome-full-en' aria-label='Filter by outcome type'><option value=''>All outcomes</option><option value='retention'>Retention</option><option value='transfer'>Transfer</option></select></div></div><div class='table-wrap matrix-wrap'><table id='evidence-matrix-full-en' class='data-table evidence-matrix'><thead><tr><th>ID</th><th>Outcome</th><th>Effect</th><th>Quality</th><th>Claim</th><th>Source</th></tr></thead><tbody><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-001 study-karpicke-2007 smpl-karpicke-2007 expanding retrieval practice beats massed practice on delayed retention and improves retrieval efficiency. undergraduate students in controlled retention experiments retrieval practice restudy or massed practice positive s-karpicke-expanding-retrieval-practice"><td><code>E-001</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">8</span><span class="quality-meter" aria-hidden="true"><i style="width:80%"></i></span></div></td><td class="claim-cell"><p>Expanding retrieval practice beats massed practice on delayed retention and improves retrieval efficiency.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-KARPICKE-2007</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-KARPICKE-2007</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2007</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Randomized controlled trial</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduate students in controlled retention experiments</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>180</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>delayed cued recall</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>expanding retrieval outperformed massed practice on delayed retention</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>randomised experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Confounders</dt><dd>materials differ across experiments</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>8.0</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Expanding retrieval practice beats massed practice on delayed retention and improves retrieval efficiency.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1037/0278-7393.33.4.704</dd></div><div class="evidence-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1037/0278-7393.33.4.704">https://doi.org/10.1037/0278-7393.33.4.704</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1037/0278-7393.33.4.704" title="Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention."><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-002 study-smith-2013 smpl-smith-2013 covert retrieval practice produces retention benefits comparable to overt retrieval. undergraduate students in a controlled retrieval-practice experiment retrieval practice restudy or massed practice positive s-smith-covert-retrieval-practice"><td><code>E-002</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">7.5</span><span class="quality-meter" aria-hidden="true"><i style="width:75%"></i></span></div></td><td class="claim-cell"><p>Covert retrieval practice produces retention benefits comparable to overt retrieval.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-SMITH-2013</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-SMITH-2013</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Covert retrieval practice benefits retention as much as overt retrieval practice.</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2013</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Randomized controlled trial</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduate students in a controlled retrieval-practice experiment</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>120</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>delayed free recall</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>covert retrieval produced retention gains equivalent to overt retrieval</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>randomised experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 1 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>7.5</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Covert retrieval practice produces retention benefits comparable to overt retrieval.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2013.06.001</dd></div><div class="evidence-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1037/a0033569">https://doi.org/10.1037/a0033569</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1037/a0033569" title="Covert retrieval practice benefits retention as much as overt retrieval practice."><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-003 study-hopkins-2021 smpl-hopkins-2021 introducing spaced retrieval practice into a real course measurably improves students long-term retention. undergraduates in a classroom spaced retrieval study retrieval practice restudy or massed practice positive s-hopkins-spaced-retrieval-practice"><td><code>E-003</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">7</span><span class="quality-meter" aria-hidden="true"><i style="width:70%"></i></span></div></td><td class="claim-cell"><p>Introducing spaced retrieval practice into a real course measurably improves students long-term retention.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-HOPKINS-2021</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-HOPKINS-2021</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Quasi-experimental</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduates in a classroom spaced retrieval study</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>240</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>course delayed test</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>classroom spaced retrieval raised long-term retention</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>classroom quasi-experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Confounders</dt><dd>single institution</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 1 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 2 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>7.0</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=direct · subject_match=course_level · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Introducing spaced retrieval practice into a real course measurably improves students long-term retention.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2013.06.001</dd></div><div class="evidence-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1007/s10648-015-9349-8">https://doi.org/10.1007/s10648-015-9349-8</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1007/s10648-015-9349-8" title="Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge"><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-004 study-azzam-2020 smpl-azzam-2020 retrieval practice benefits long-term retention, with benefit size moderated by material difficulty and feedback design. studies pooled in a retention meta-analysis retrieval practice restudy or massed practice positive s-azzam-retrieval-practice-improving"><td><code>E-004</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">8.5</span><span class="quality-meter" aria-hidden="true"><i style="width:85%"></i></span></div></td><td class="claim-cell"><p>Retrieval practice benefits long-term retention, with benefit size moderated by material difficulty and feedback design.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-AZZAM-2020</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-AZZAM-2020</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2021</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Meta-analysis</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Studies pooled in a retention meta-analysis</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>pooled retention outcomes</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>positive retention effect, moderated by material difficulty</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>Meta Analysis</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 2 · D5 Directness = 1</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>8.5</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=mixed · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Retrieval practice benefits long-term retention, with benefit size moderated by material difficulty and feedback design.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2007.02.004</dd></div><div class="evidence-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1007/s40670-021-01298-8">https://doi.org/10.1007/s40670-021-01298-8</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1007/s40670-021-01298-8" title="Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study"><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></a></td></tr><tr data-effect="null" data-direction="null" data-outcome="retention" data-search="e-005 study-rowland-2015 smpl-rowland-2015 mnemonic benefits of retrieval practice hold at short retention intervals but vary with the spacing design. participants in short-interval retention experiments retrieval practice restudy or massed practice null s-rowland-mnemonic-benefits-retrieval"><td><code>E-005</code></td><td><strong>Retention</strong></td><td><span class="dir neu">Null effect</span><span class="relation-note">Claim relation: Neutral</span></td><td><div class="quality-cell"><span class="num">6.5</span><span class="quality-meter" aria-hidden="true"><i style="width:65%"></i></span></div></td><td class="claim-cell"><p>Mnemonic benefits of retrieval practice hold at short retention intervals but vary with the spacing design.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-ROWLAND-2015</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-ROWLAND-2015</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Mnemonic benefits of retrieval practice at short retention intervals</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2015</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Mixed methods</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Participants in short-interval retention experiments</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>90</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>short-interval retention</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>benefit present but sensitive to the spacing design</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Null effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Neutral</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>mixed-design experiments</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Confounders</dt><dd>short retention interval；convenience sample</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 1 · D2 Sample quality = 1 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 1</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>6.5</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Mnemonic benefits of retrieval practice hold at short retention intervals but vary with the spacing design.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2015.04.002</dd></div><div class="evidence-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1080/09658211.2014.889710">https://doi.org/10.1080/09658211.2014.889710</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1080/09658211.2014.889710" title="Mnemonic benefits of retrieval practice at short retention intervals"><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="transfer" data-search="e-006 study-zheng-2020 smpl-zheng-2020 practising more retrieval routes improves transfer, so the value is not limited to memory. undergraduates in a multi-route retrieval experiment retrieval practice restudy or massed practice positive s-zheng-practicing-more-retrieval"><td><code>E-006</code></td><td><strong>Transfer</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">7.8</span><span class="quality-meter" aria-hidden="true"><i style="width:78%"></i></span></div></td><td class="claim-cell"><p>Practising more retrieval routes improves transfer, so the value is not limited to memory.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-ZHENG-2020</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-ZHENG-2020</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Practicing more retrieval routes leads to greater memory retention</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Randomized controlled trial</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduates in a multi-route retrieval experiment</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>150</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>transfer task</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>more retrieval routes improved transfer performance</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>randomised experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>7.8</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=direct · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Practising more retrieval routes improves transfer, so the value is not limited to memory.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2020.104114</dd></div><div class="evidence-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1016/j.actpsy.2016.05.014">https://doi.org/10.1016/j.actpsy.2016.05.014</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1016/j.actpsy.2016.05.014" title="Practicing more retrieval routes leads to greater memory retention"><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></a></td></tr></tbody></table></div></div></section><section id="full-03-quality-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>03 Evidence Quality, Counterevidence &amp; Method Audit</h2><p class="full-chapter-lead">Examine why evidence is credible, where it conflicts, and which conclusions require downgrading.</p></header><div class="full-chapter-body"><section class="method-review-group"><header class="method-review-title"><h3>Audit target: overall</h3><span class="method-verdict">Pass</span></header><div class="method-audit-grid"><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Control Group</strong><span class="method-status">Met</span></div><p>Most included studies contrast retrieval practice with restudy or massed review.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Randomization</strong><span class="method-status">Partial</span></div><p>Several included experiments randomised participants to practice condition.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Pre Test</strong><span class="method-status">Partial</span></div><p>Some experiments measured prior knowledge before practice.</p></article><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Post Test</strong><span class="method-status">Met</span></div><p>All included studies report an immediate post-test.</p></article><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Retention Test</strong><span class="method-status">Met</span></div><p>Delayed retention is the primary outcome across the set.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Transfer Test</strong><span class="method-status">Partial</span></div><p>Transfer is measured in a smaller subset of studies.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Sample Bias</strong><span class="method-status">Partial</span></div><p>Many samples are undergraduate convenience samples.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Self Selection</strong><span class="method-status">Partial</span></div><p>Volunteer participation may bias some classroom studies.</p></article><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Measurement Validity</strong><span class="method-status">Met</span></div><p>Retention and transfer are measured separately from practice performance.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Confounders</strong><span class="method-status">Partial</span></div><p>Material difficulty and feedback design moderate the effect.</p></article><article class="method-audit-item method-missing"><div class="method-audit-head"><strong>Instructor Effect</strong><span class="method-status">missing</span></div><p>Classroom studies may carry instructor effects.</p></article><article class="method-audit-item method-missing"><div class="method-audit-head"><strong>Novelty Effect</strong><span class="method-status">missing</span></div><p>Short interventions may inflate initial engagement.</p></article><article class="method-audit-item method-not_applicable"><div class="method-audit-head"><strong>Tool Version Effect</strong><span class="method-status">N/A</span></div><p>Not applicable: no software tool under test.</p></article><article class="method-audit-item method-not_applicable"><div class="method-audit-head"><strong>Ai Usage Policy</strong><span class="method-status">N/A</span></div><p>Not applicable: the practice is closed book.</p></article><article class="method-audit-item method-missing"><div class="method-audit-head"><strong>Dropout</strong><span class="method-status">missing</span></div><p>Attrition is rarely reported in the included studies.</p></article></div><div class="method-guard-wrap"><strong>Task vs learning guard: </strong><p class="method-guard">The evidence set measures delayed retention and transfer rather than immediate practice speed, so no task-performance result is treated as a learning result.</p></div></section><article class="conflict-card"><strong>Tribunal note: </strong><p class="conflict-text">The gap reflects ecological validity between laboratory and classroom settings; the direction of the evidence does not conflict.</p></article><div class="evidence-tribunal" data-visual="evidence-tribunal-grid"><p class="tribunal-summary"><strong>Decision: </strong>Adopt · <strong>Confidence: </strong>High</p><div class="tribunal-grid"><article class="tribunal-card supported"><header><span aria-hidden="true">✓</span><h3>Can claim</h3><span class="tribunal-count">3</span></header><ul><li><p>Spaced retrieval practice reliably outperforms concentrated review on delayed retention.</p></li><li><p>Covert and overt retrieval produce comparable benefits, so the format is flexible.</p></li><li><p>Practising more retrieval routes improves transfer, so the value is not limited to memorisation.</p></li></ul></article><article class="tribunal-card uncertain"><header><span aria-hidden="true">?</span><h3>Cannot yet claim</h3><span class="tribunal-count">2</span></header><ul><li><p>Direct classroom evidence from programming courses is thinner than the lab evidence [no direct evidence].</p></li><li><p>Benefit size depends on material difficulty and feedback design; the optimal spacing is unsettled.</p></li></ul></article><article class="tribunal-card contradicted"><header><span aria-hidden="true">×</span><h3>Contradicted claims</h3><span class="tribunal-count">0</span></header><ul><li>No data.</li></ul></article><article class="tribunal-card missing"><header><span aria-hidden="true">…</span><h3>Missing evidence</h3><span class="tribunal-count">2</span></header><ul><li><p>Randomised field studies inside programming courses</p></li><li><p>Direct comparisons of different spacing schedules</p></li></ul></article></div><details class="supporting-visual"><summary>EvidenceFlow Protocol</summary><svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="EvidenceFlow Protocol"><title>EvidenceFlow Protocol</title><desc>Research flow from framing, retrieval, fetch/verify, extraction, challenge, method audit and adjudication to applicability and intervention evaluation.</desc><defs><marker id="arr-en-full-workflow" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">EvidenceFlow Protocol</text><rect x="24" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="56.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="56.0" y="126.0">Frame</tspan></text><line x1="88" y1="126" x2="100" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="100" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="132.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="132.0" y="126.0">Retrieve</tspan></text><line x1="164" y1="126" x2="176" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="176" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="208.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="208.0" y="126.0">Fetch</tspan><tspan x="208.0" y="140.0">Verify</tspan></text><line x1="240" y1="126" x2="252" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="252" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="284.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="284.0" y="126.0">Extract</tspan></text><line x1="316" y1="126" x2="328" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="328" y="100" width="64" height="52" rx="8" fill="#5E8A6A"/><text x="360.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="360.0" y="126.0">Challenge</tspan></text><line x1="392" y1="126" x2="404" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="404" y="100" width="64" height="52" rx="8" fill="#5E8A6A"/><text x="436.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="436.0" y="126.0">Audit</tspan><tspan x="436.0" y="140.0">Method</tspan></text><line x1="468" y1="126" x2="480" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="480" y="100" width="64" height="52" rx="8" fill="#C99A4A"/><text x="512.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="512.0" y="126.0">Adjudicate</tspan></text><line x1="544" y1="126" x2="556" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="556" y="100" width="64" height="52" rx="8" fill="#C99A4A"/><text x="588.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="588.0" y="126.0">Applicability</tspan></text><line x1="620" y1="126" x2="632" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="632" y="100" width="64" height="52" rx="8" fill="#C99A4A"/><text x="664.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="664.0" y="126.0">Intervene</tspan><tspan x="664.0" y="140.0">Evaluate</tspan></text></svg></details><details class="supporting-visual"><summary>Tribunal infographic</summary><svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="Evidence Tribunal infographic"><title>Evidence Tribunal infographic</title><desc>Evidence IDs for claims that can and cannot be claimed, plus the recommended action badge; full claim text is in the tribunal cards below.</desc><defs><marker id="arr-en-full-tribunal" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">Evidence Tribunal</text><text x="24" y="180" font-size="13" font-weight="700" fill="#3A3833">Source of conflict</text><text x="24" y="202" font-size="11" fill="#8A867E">See tribunal cards below</text><rect x="24" y="216" width="180" height="28" rx="14" fill="#C99A4A"/><text x="114" y="235" text-anchor="middle" font-size="13" font-weight="700" fill="#fff">Adopt</text><text x="250" y="80" font-size="13" font-weight="700" fill="#5E8A6A">Can claim (3)</text><circle cx="254" cy="100" r="3" fill="#5E8A6A"/><text x="266" y="105" font-size="11" fill="#3A3833">(none)</text><text x="490" y="80" font-size="13" font-weight="700" fill="#A85B53">Cannot claim (2)</text><circle cx="494" cy="100" r="3" fill="#A85B53"/><text x="506" y="105" font-size="11" fill="#3A3833">(none)</text></svg></details></div><div class="trace-chain" data-visual="trace-chain"><article class="trace-chain-card"><div class="trace-claim-node"><strong>C-001</strong></div><div class="trace-arrow">↓</div><div class="trace-evidence-list"><div class="trace-evidence-node"><code>E-001</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 8.0</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1037/0278-7393.33.4.704"><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></a></div><div class="trace-evidence-node"><code>E-002</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 7.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1037/a0033569"><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></a></div><div class="trace-evidence-node"><code>E-003</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 7.0</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1007/s10648-015-9349-8"><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></a></div><div class="trace-evidence-node"><code>E-004</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 8.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1007/s40670-021-01298-8"><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></a></div></div></article><article class="trace-chain-card"><div class="trace-claim-node"><strong>C-002</strong></div><div class="trace-arrow">↓</div><div class="trace-evidence-list"><div class="trace-evidence-node"><code>E-004</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 8.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1007/s40670-021-01298-8"><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></a></div><div class="trace-evidence-node"><code>E-005</code><span>Retention</span><span class="dir neu">Null effect</span><span class="trace-relation">claim relation: Neutral</span><span>Q 6.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1080/09658211.2014.889710"><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></a></div></div></article><article class="trace-chain-card"><div class="trace-claim-node"><strong>C-003</strong></div><div class="trace-arrow">↓</div><div class="trace-evidence-list"><div class="trace-evidence-node"><code>E-006</code><span>Transfer</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 7.8</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1016/j.actpsy.2016.05.014"><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></a></div></div></article></div><div id="chart-trace-en" class="chart-mount" aria-label="Claim-Evidence Trace"></div><p class="chart-interpretation"><strong>What this means: </strong>Every important claim must resolve to Evidence IDs and original sources.</p></div></section><section id="full-04-action-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>04 Applicability &amp; Teaching Action</h2><p class="full-chapter-lead">Connect applicability, guardrails and teaching actions to specific evidence.</p></header><div class="full-chapter-body"><p><strong>Target population: </strong>First-year students in an undergraduate introductory programming course</p>
2324
+ </div><div class="scope-grid"><article class="scope-card"><h3>Research question</h3><p class="scope-text">在大学的程序设计入门课程中，是否应该用间隔重复与检索练习替代传统的集中式复习？这对学生的长期知识保持是否有效？</p></article><article class="scope-card"><h3>Target learners</h3><p class="scope-text">Education level: First-year undergraduate; Major: Computer science; Prior knowledge: no prior programming experience; Learner characteristics: large lecture with weekly labs</p></article><article class="scope-card"><h3>Course context</h3><p class="scope-text">Subject: Introductory programming; Course type: Lecture + lab; Duration: 16 weeks, one semester</p></article><article class="scope-card"><h3>AI intervention</h3><p class="scope-text">Method: spaced retrieval practice; Frequency: weekly short closed-book retrieval; Duration: one semester</p></article><article class="scope-card"><h3>Comparison</h3><p class="scope-text">concentrated review before exams (business as usual)</p></article><article class="scope-card"><h3>Outcome constructs</h3><p class="scope-text">Primary outcomes: Retention, Transfer; Secondary outcomes: Knowledge gain, Independent problem solving; Risk outcomes: Reduced effort</p></article><article class="scope-card"><h3>Research scope</h3><p class="scope-text">Time range: 2000 2026; Geography: Global; Study designs: Randomized controlled trial, Quasi-experimental</p></article><article class="scope-card"><h3>Decision success condition</h3><p class="scope-text">delayed retention improves or holds while transfer does not decline</p></article></div></div></section><section id="full-02-evidence-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>02 Key Evidence &amp; Outcome Separation</h2><p class="full-chapter-lead">Place task performance, actual learning, retention and risk on one evidence map without conflating them.</p></header><div class="full-chapter-body"><div class="retrieval-grid"><article><h3>Inclusion criteria</h3><ul><li>measures delayed retention or transfer</li><li>novice programming or STEM learners</li></ul></article><article><h3>Exclusion criteria</h3><ul><li>no delayed measurement</li><li>purely correlational</li></ul></article></div><div class="retrieval-coverage"><h3>Source coverage</h3><p><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code> <code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code> <code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code> <code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code> <code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code> <code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code> <code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></p><p class="retrieval-note">Sciverse meta-search 与 agentic-search 双通道，逐条经 /content 读原文</p></div><div class="outcome-separation" data-visual="outcome-separation"><div class="visual-heading"><h3>Outcome Separation · Task performance ≠ learning</h3><p>Outcomes are adjudicated separately so faster training performance is not silently treated as evidence of learning.</p><p class="semantic-note">Effect direction comes from evidence.effect_direction; supporting a claim does not imply a positive outcome.</p></div><div class="outcome-groups"><article class="outcome-group outcome-learning"><h3>Learning / retention / transfer</h3><ul><li><strong>Retention</strong><span class="outcome-states"><span class="dir pos">Positive effect 4</span><span class="dir neu">Null effect 1</span></span></li><li><strong>Transfer</strong><span class="outcome-states"><span class="dir pos">Positive effect 1</span></span></li></ul></article></div></div><div class='table-wrap outcome-table'><table class='data-table'><thead><tr><th>Outcome</th><th>Positive effect</th><th>Negative effect</th><th>Null effect</th><th>Evidence</th></tr></thead><tbody><tr><td><strong>Retention</strong><span class='raw-tag' title='raw id'>retention</span></td><td class='num'>4</td><td class='num'>0</td><td class='num'>1</td><td><code>E-001</code> <code>E-002</code> <code>E-003</code> <code>E-004</code> <code>E-005</code> </td></tr><tr><td><strong>Transfer</strong><span class='raw-tag' title='raw id'>transfer</span></td><td class='num'>1</td><td class='num'>0</td><td class='num'>0</td><td><code>E-006</code> </td></tr></tbody></table></div><div class='matrix-controls'><div class='matrix-tools'><input id='matrix-search-full-en' type='search' placeholder='Search evidence…' aria-label='Filter / search evidence'><select id='matrix-direction-full-en' aria-label='Filter by effect direction'><option value=''>All effects</option><option value='positive'>Positive effect</option><option value='negative'>Negative effect</option><option value='null'>Null effect</option></select><select id='matrix-outcome-full-en' aria-label='Filter by outcome type'><option value=''>All outcomes</option><option value='retention'>Retention</option><option value='transfer'>Transfer</option></select></div></div><div class='table-wrap matrix-wrap'><table id='evidence-matrix-full-en' class='data-table evidence-matrix'><thead><tr><th>ID</th><th>Outcome</th><th>Effect</th><th>Quality</th><th>Claim</th><th>Source</th></tr></thead><tbody><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-001 study-karpicke-2007 smpl-karpicke-2007 expanding retrieval practice beats massed practice on delayed retention and improves retrieval efficiency. undergraduate students in controlled retention experiments retrieval practice restudy or massed practice positive s-karpicke-expanding-retrieval-practice"><td><code>E-001</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">8</span><span class="quality-meter" aria-hidden="true"><i style="width:80%"></i></span></div></td><td class="claim-cell"><p>Expanding retrieval practice beats massed practice on delayed retention and improves retrieval efficiency.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-KARPICKE-2007</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-KARPICKE-2007</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2007</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Randomized controlled trial</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduate students in controlled retention experiments</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>180</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>delayed cued recall</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>expanding retrieval outperformed massed practice on delayed retention</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>randomised experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Confounders</dt><dd>materials differ across experiments</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>8.0</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Expanding retrieval practice beats massed practice on delayed retention and improves retrieval efficiency.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1037/0278-7393.33.4.704</dd></div><div class="evidence-detail-row"><dt>Verifiable URL</dt><dd><a href="https://doi.org/10.1037/0278-7393.33.4.704">https://doi.org/10.1037/0278-7393.33.4.704</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1037/0278-7393.33.4.704" title="Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention."><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-002 study-smith-2013 smpl-smith-2013 covert retrieval practice produces retention benefits comparable to overt retrieval. undergraduate students in a controlled retrieval-practice experiment retrieval practice restudy or massed practice positive s-smith-covert-retrieval-practice"><td><code>E-002</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">7.5</span><span class="quality-meter" aria-hidden="true"><i style="width:75%"></i></span></div></td><td class="claim-cell"><p>Covert retrieval practice produces retention benefits comparable to overt retrieval.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-SMITH-2013</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-SMITH-2013</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Covert retrieval practice benefits retention as much as overt retrieval practice.</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2013</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Randomized controlled trial</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduate students in a controlled retrieval-practice experiment</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>120</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>delayed free recall</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>covert retrieval produced retention gains equivalent to overt retrieval</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>randomised experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 1 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>7.5</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Covert retrieval practice produces retention benefits comparable to overt retrieval.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2013.06.001</dd></div><div class="evidence-detail-row"><dt>Verifiable URL</dt><dd><a href="https://doi.org/10.1037/a0033569">https://doi.org/10.1037/a0033569</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1037/a0033569" title="Covert retrieval practice benefits retention as much as overt retrieval practice."><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-003 study-hopkins-2021 smpl-hopkins-2021 introducing spaced retrieval practice into a real course measurably improves students long-term retention. undergraduates in a classroom spaced retrieval study retrieval practice restudy or massed practice positive s-hopkins-spaced-retrieval-practice"><td><code>E-003</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">7</span><span class="quality-meter" aria-hidden="true"><i style="width:70%"></i></span></div></td><td class="claim-cell"><p>Introducing spaced retrieval practice into a real course measurably improves students long-term retention.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-HOPKINS-2021</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-HOPKINS-2021</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Quasi-experimental</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduates in a classroom spaced retrieval study</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>240</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>course delayed test</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>classroom spaced retrieval raised long-term retention</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>classroom quasi-experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Confounders</dt><dd>single institution</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 1 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 2 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>7.0</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=direct · subject_match=course_level · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Introducing spaced retrieval practice into a real course measurably improves students long-term retention.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2013.06.001</dd></div><div class="evidence-detail-row"><dt>Verifiable URL</dt><dd><a href="https://doi.org/10.1007/s10648-015-9349-8">https://doi.org/10.1007/s10648-015-9349-8</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1007/s10648-015-9349-8" title="Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge"><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="retention" data-search="e-004 study-azzam-2020 smpl-azzam-2020 retrieval practice benefits long-term retention, with benefit size moderated by material difficulty and feedback design. studies pooled in a retention meta-analysis retrieval practice restudy or massed practice positive s-azzam-retrieval-practice-improving"><td><code>E-004</code></td><td><strong>Retention</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">8.5</span><span class="quality-meter" aria-hidden="true"><i style="width:85%"></i></span></div></td><td class="claim-cell"><p>Retrieval practice benefits long-term retention, with benefit size moderated by material difficulty and feedback design.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-AZZAM-2020</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-AZZAM-2020</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2021</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Meta-analysis</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Studies pooled in a retention meta-analysis</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>pooled retention outcomes</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>positive retention effect, moderated by material difficulty</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>Meta Analysis</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 2 · D5 Directness = 1</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>8.5</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=mixed · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Retrieval practice benefits long-term retention, with benefit size moderated by material difficulty and feedback design.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2007.02.004</dd></div><div class="evidence-detail-row"><dt>Verifiable URL</dt><dd><a href="https://doi.org/10.1007/s40670-021-01298-8">https://doi.org/10.1007/s40670-021-01298-8</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1007/s40670-021-01298-8" title="Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study"><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></a></td></tr><tr data-effect="null" data-direction="null" data-outcome="retention" data-search="e-005 study-rowland-2015 smpl-rowland-2015 mnemonic benefits of retrieval practice hold at short retention intervals but vary with the spacing design. participants in short-interval retention experiments retrieval practice restudy or massed practice null s-rowland-mnemonic-benefits-retrieval"><td><code>E-005</code></td><td><strong>Retention</strong></td><td><span class="dir neu">Null effect</span><span class="relation-note">Claim relation: Neutral</span></td><td><div class="quality-cell"><span class="num">6.5</span><span class="quality-meter" aria-hidden="true"><i style="width:65%"></i></span></div></td><td class="claim-cell"><p>Mnemonic benefits of retrieval practice hold at short retention intervals but vary with the spacing design.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-ROWLAND-2015</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-ROWLAND-2015</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Mnemonic benefits of retrieval practice at short retention intervals</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2015</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Mixed methods</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Participants in short-interval retention experiments</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>90</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>short-interval retention</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>benefit present but sensitive to the spacing design</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Null effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Neutral</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>mixed-design experiments</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Confounders</dt><dd>short retention interval；convenience sample</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 1 · D2 Sample quality = 1 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 1</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>6.5</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=partial · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Mnemonic benefits of retrieval practice hold at short retention intervals but vary with the spacing design.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2015.04.002</dd></div><div class="evidence-detail-row"><dt>Verifiable URL</dt><dd><a href="https://doi.org/10.1080/09658211.2014.889710">https://doi.org/10.1080/09658211.2014.889710</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1080/09658211.2014.889710" title="Mnemonic benefits of retrieval practice at short retention intervals"><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></a></td></tr><tr data-effect="positive" data-direction="positive" data-outcome="transfer" data-search="e-006 study-zheng-2020 smpl-zheng-2020 practising more retrieval routes improves transfer, so the value is not limited to memory. undergraduates in a multi-route retrieval experiment retrieval practice restudy or massed practice positive s-zheng-practicing-more-retrieval"><td><code>E-006</code></td><td><strong>Transfer</strong></td><td><span class="dir pos">Positive effect</span><span class="relation-note">Claim relation: Support</span></td><td><div class="quality-cell"><span class="num">7.8</span><span class="quality-meter" aria-hidden="true"><i style="width:78%"></i></span></div></td><td class="claim-cell"><p>Practising more retrieval routes improves transfer, so the value is not limited to memory.</p><details class="matrix-row-detail"><summary>View full evidence</summary><dl class="evidence-detail-grid"><div class="evidence-detail-row"><dt>Study ID</dt><dd>STUDY-ZHENG-2020</dd></div><div class="evidence-detail-row"><dt>Sample ID</dt><dd>SMPL-ZHENG-2020</dd></div><div class="evidence-detail-row"><dt>Source title</dt><dd>Practicing more retrieval routes leads to greater memory retention</dd></div><div class="evidence-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="evidence-detail-row"><dt>Study design</dt><dd>Randomized controlled trial</dd></div><div class="evidence-detail-row"><dt>Education level</dt><dd>Undergraduate</dd></div><div class="evidence-detail-row"><dt>Population</dt><dd>Undergraduates in a multi-route retrieval experiment</dd></div><div class="evidence-detail-row"><dt>Sample size</dt><dd>150</dd></div><div class="evidence-detail-row"><dt>Intervention</dt><dd>retrieval practice</dd></div><div class="evidence-detail-row"><dt>Comparison</dt><dd>restudy or massed practice</dd></div><div class="evidence-detail-row"><dt>Outcome measure</dt><dd>transfer task</dd></div><div class="evidence-detail-row"><dt>Effect / result</dt><dd>more retrieval routes improved transfer performance</dd></div><div class="evidence-detail-row"><dt>Effect direction</dt><dd>Positive effect</dd></div><div class="evidence-detail-row"><dt>Relation to claim</dt><dd>Support</dd></div><div class="evidence-detail-row"><dt>Duration</dt><dd>single session</dd></div><div class="evidence-detail-row"><dt>Method</dt><dd>randomised experiment</dd></div><div class="evidence-detail-row"><dt>Strengths</dt><dd>controlled comparison</dd></div><div class="evidence-detail-row"><dt>Limitations</dt><dd>single study</dd></div><div class="evidence-detail-row"><dt>Quality dimensions</dt><dd>D1 Study design = 2 · D2 Sample quality = 2 · D3 Measurement validity = 2 · D4 Temporal strength = 1 · D5 Directness = 2</dd></div><div class="evidence-detail-row"><dt>Quality score</dt><dd>7.8</dd></div><div class="evidence-detail-row"><dt>Applicability</dt><dd>learner_match=direct · subject_match=general_materials · tool_match=not_applicable</dd></div><div class="evidence-detail-row"><dt>Full claim</dt><dd>Practising more retrieval routes improves transfer, so the value is not limited to memory.</dd></div><div class="evidence-detail-row"><dt>Source location</dt><dd>https://doi.org/10.1016/j.jml.2020.104114</dd></div><div class="evidence-detail-row"><dt>Verifiable URL</dt><dd><a href="https://doi.org/10.1016/j.actpsy.2016.05.014">https://doi.org/10.1016/j.actpsy.2016.05.014</a></dd></div></dl></details></td><td><a class="source-link" href="https://doi.org/10.1016/j.actpsy.2016.05.014" title="Practicing more retrieval routes leads to greater memory retention"><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></a></td></tr></tbody></table></div></div></section><section id="full-03-quality-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>03 Evidence Quality, Counterevidence &amp; Method Audit</h2><p class="full-chapter-lead">Examine why evidence is credible, where it conflicts, and which conclusions require downgrading.</p></header><div class="full-chapter-body"><section class="method-review-group"><header class="method-review-title"><h3>Audit target: overall</h3><span class="method-verdict">Pass</span></header><div class="method-audit-grid"><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Control group</strong><span class="method-status">Met</span></div><p>Most included studies contrast retrieval practice with restudy or massed review.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Randomization</strong><span class="method-status">Partial</span></div><p>Several included experiments randomised participants to practice condition.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Pre-test</strong><span class="method-status">Partial</span></div><p>Some experiments measured prior knowledge before practice.</p></article><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Post-test</strong><span class="method-status">Met</span></div><p>All included studies report an immediate post-test.</p></article><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Retention test</strong><span class="method-status">Met</span></div><p>Delayed retention is the primary outcome across the set.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Transfer test</strong><span class="method-status">Partial</span></div><p>Transfer is measured in a smaller subset of studies.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Sample bias</strong><span class="method-status">Partial</span></div><p>Many samples are undergraduate convenience samples.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Self-selection bias</strong><span class="method-status">Partial</span></div><p>Volunteer participation may bias some classroom studies.</p></article><article class="method-audit-item method-met"><div class="method-audit-head"><strong>Measurement validity</strong><span class="method-status">Met</span></div><p>Retention and transfer are measured separately from practice performance.</p></article><article class="method-audit-item method-partial"><div class="method-audit-head"><strong>Confounders</strong><span class="method-status">Partial</span></div><p>Material difficulty and feedback design moderate the effect.</p></article><article class="method-audit-item method-missing"><div class="method-audit-head"><strong>Instructor effect</strong><span class="method-status">missing</span></div><p>Classroom studies may carry instructor effects.</p></article><article class="method-audit-item method-missing"><div class="method-audit-head"><strong>Novelty effect</strong><span class="method-status">missing</span></div><p>Short interventions may inflate initial engagement.</p></article><article class="method-audit-item method-not_applicable"><div class="method-audit-head"><strong>Tool-version effect</strong><span class="method-status">N/A</span></div><p>Not applicable: no software tool under test.</p></article><article class="method-audit-item method-not_applicable"><div class="method-audit-head"><strong>AI usage policy</strong><span class="method-status">N/A</span></div><p>Not applicable: the practice is closed book.</p></article><article class="method-audit-item method-missing"><div class="method-audit-head"><strong>Attrition</strong><span class="method-status">missing</span></div><p>Attrition is rarely reported in the included studies.</p></article></div><div class="method-guard-wrap"><strong>Task vs learning guard: </strong><p class="method-guard">The evidence set measures delayed retention and transfer rather than immediate practice speed, so no task-performance result is treated as a learning result.</p></div></section><article class="conflict-card"><strong>Tribunal note: </strong><p class="conflict-text">The gap reflects ecological validity between laboratory and classroom settings; the direction of the evidence does not conflict.</p></article><div class="evidence-tribunal" data-visual="evidence-tribunal-grid"><p class="tribunal-summary"><strong>Decision: </strong>Adopt · <strong>Confidence: </strong>High</p><div class="tribunal-grid"><article class="tribunal-card supported"><header><span aria-hidden="true">✓</span><h3>Can claim</h3><span class="tribunal-count">3</span></header><ul><li><p>Spaced retrieval practice reliably outperforms concentrated review on delayed retention.</p></li><li><p>Covert and overt retrieval produce comparable benefits, so the format is flexible.</p></li><li><p>Practising more retrieval routes improves transfer, so the value is not limited to memorisation.</p></li></ul></article><article class="tribunal-card uncertain"><header><span aria-hidden="true">?</span><h3>Cannot yet claim</h3><span class="tribunal-count">2</span></header><ul><li><p>Direct classroom evidence from programming courses is thinner than the lab evidence [no direct evidence].</p></li><li><p>Benefit size depends on material difficulty and feedback design; the optimal spacing is unsettled.</p></li></ul></article><article class="tribunal-card contradicted"><header><span aria-hidden="true">×</span><h3>Contradicted claims</h3><span class="tribunal-count">0</span></header><ul><li>No data.</li></ul></article><article class="tribunal-card missing"><header><span aria-hidden="true">…</span><h3>Missing evidence</h3><span class="tribunal-count">2</span></header><ul><li><p>Randomised field studies inside programming courses</p></li><li><p>Direct comparisons of different spacing schedules</p></li></ul></article></div><details class="supporting-visual"><summary>EvidenceFlow Protocol</summary><svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="EvidenceFlow Protocol"><title>EvidenceFlow Protocol</title><desc>Research flow from framing, retrieval, fetch/verify, extraction, challenge, method audit and adjudication to applicability and intervention evaluation.</desc><defs><marker id="arr-en-full-workflow" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">EvidenceFlow Protocol</text><rect x="24" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="56.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="56.0" y="126.0">Frame</tspan></text><line x1="88" y1="126" x2="100" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="100" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="132.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="132.0" y="126.0">Retrieve</tspan></text><line x1="164" y1="126" x2="176" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="176" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="208.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="208.0" y="126.0">Fetch</tspan><tspan x="208.0" y="140.0">Verify</tspan></text><line x1="240" y1="126" x2="252" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="252" y="100" width="64" height="52" rx="8" fill="#B8694A"/><text x="284.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="284.0" y="126.0">Extract</tspan></text><line x1="316" y1="126" x2="328" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="328" y="100" width="64" height="52" rx="8" fill="#5E8A6A"/><text x="360.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="360.0" y="126.0">Challenge</tspan></text><line x1="392" y1="126" x2="404" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="404" y="100" width="64" height="52" rx="8" fill="#5E8A6A"/><text x="436.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="436.0" y="126.0">Audit</tspan><tspan x="436.0" y="140.0">Method</tspan></text><line x1="468" y1="126" x2="480" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="480" y="100" width="64" height="52" rx="8" fill="#C99A4A"/><text x="512.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="512.0" y="126.0">Adjudicate</tspan></text><line x1="544" y1="126" x2="556" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="556" y="100" width="64" height="52" rx="8" fill="#C99A4A"/><text x="588.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="588.0" y="126.0">Applicability</tspan></text><line x1="620" y1="126" x2="632" y2="126" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-workflow)"/><rect x="632" y="100" width="64" height="52" rx="8" fill="#C99A4A"/><text x="664.0" y="126.0" text-anchor="middle" fill="#FFFFFF" font-size="10" font-weight="600"><tspan x="664.0" y="126.0">Intervene</tspan><tspan x="664.0" y="140.0">Evaluate</tspan></text></svg></details><details class="supporting-visual"><summary>Tribunal infographic</summary><svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="Evidence Tribunal infographic"><title>Evidence Tribunal infographic</title><desc>Evidence IDs for claims that can and cannot be claimed, plus the recommended action badge; full claim text is in the tribunal cards below.</desc><defs><marker id="arr-en-full-tribunal" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">Evidence Tribunal</text><text x="24" y="180" font-size="13" font-weight="700" fill="#3A3833">Source of conflict</text><text x="24" y="202" font-size="11" fill="#8A867E">See tribunal cards below</text><rect x="24" y="216" width="180" height="28" rx="14" fill="#C99A4A"/><text x="114" y="235" text-anchor="middle" font-size="13" font-weight="700" fill="#fff">Adopt</text><text x="250" y="80" font-size="13" font-weight="700" fill="#5E8A6A">Can claim (3)</text><circle cx="254" cy="100" r="3" fill="#5E8A6A"/><text x="266" y="105" font-size="11" fill="#3A3833">(none)</text><text x="490" y="80" font-size="13" font-weight="700" fill="#A85B53">Cannot claim (2)</text><circle cx="494" cy="100" r="3" fill="#A85B53"/><text x="506" y="105" font-size="11" fill="#3A3833">(none)</text></svg></details></div><div class="trace-chain" data-visual="trace-chain"><article class="trace-chain-card"><div class="trace-claim-node"><strong>C-001</strong></div><div class="trace-arrow">↓</div><div class="trace-evidence-list"><div class="trace-evidence-node"><code>E-001</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 8.0</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1037/0278-7393.33.4.704"><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></a></div><div class="trace-evidence-node"><code>E-002</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 7.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1037/a0033569"><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></a></div><div class="trace-evidence-node"><code>E-003</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 7.0</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1007/s10648-015-9349-8"><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></a></div><div class="trace-evidence-node"><code>E-004</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 8.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1007/s40670-021-01298-8"><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></a></div></div></article><article class="trace-chain-card"><div class="trace-claim-node"><strong>C-002</strong></div><div class="trace-arrow">↓</div><div class="trace-evidence-list"><div class="trace-evidence-node"><code>E-004</code><span>Retention</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 8.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1007/s40670-021-01298-8"><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></a></div><div class="trace-evidence-node"><code>E-005</code><span>Retention</span><span class="dir neu">Null effect</span><span class="trace-relation">claim relation: Neutral</span><span>Q 6.5</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1080/09658211.2014.889710"><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></a></div></div></article><article class="trace-chain-card"><div class="trace-claim-node"><strong>C-003</strong></div><div class="trace-arrow">↓</div><div class="trace-evidence-list"><div class="trace-evidence-node"><code>E-006</code><span>Transfer</span><span class="dir pos">Positive effect</span><span class="trace-relation">claim relation: Support</span><span>Q 7.8</span><span class="trace-arrow">→</span><a href="https://doi.org/10.1016/j.actpsy.2016.05.014"><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></a></div></div></article></div><div id="chart-trace-en" class="chart-mount" aria-label="Claim-Evidence Trace"></div><p class="chart-interpretation"><strong>What this means: </strong>Every important claim must resolve to Evidence IDs and original sources.</p></div></section><section id="full-04-action-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>04 Applicability &amp; Teaching Action</h2><p class="full-chapter-lead">Connect applicability, guardrails and teaching actions to specific evidence.</p></header><div class="full-chapter-body"><p><strong>Target population: </strong>First-year students in an undergraduate introductory programming course</p>
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  <p><strong>Target context: </strong>16-week lecture-plus-lab course, large class, TA support, offline</p>
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  <p><strong>Suitable for: </strong>Introductory programming courses with fixed contact hours where weekly short practice can be scheduled reliably</p>
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  <p><strong>Not suitable for: </strong>Courses without a regular review slot, or settings where a delayed post-test cannot be guaranteed</p>
@@ -2329,13 +2329,13 @@ select:focus-visible,
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  <p><strong>AI usage policy: </strong>No AI tools in this pilot; practice is closed-book retrieval</p>
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  <h3>Stop conditions</h3><ul><li>delayed post-test below baseline</li><li>completion stays under 60%</li></ul>
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  <h3>Intervention timeline infographic</h3>
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- <svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="Teaching intervention timeline"><title>Teaching intervention timeline</title><desc>Short phase names and activity counts; full AI usage rules are in the phase blocks.</desc><defs><marker id="arr-en-full-intervention" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">Intervention Timeline</text><rect x="24" y="100" width="160" height="96" rx="8" fill="#B8694A"/><text x="104.0" y="148.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="104.0" y="148.0">Phase 1</tspan></text></svg></div></section><section id="full-05-evaluation-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>05 Pilot, Evaluation &amp; Stop Conditions</h2><p class="full-chapter-lead">Validate the pilot with independent learning outcomes and pre-specified stop conditions.</p></header><div class="full-chapter-body"><p><strong>Research question: </strong></p>
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+ <svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="Teaching intervention timeline"><title>Teaching intervention timeline</title><desc>Short phase names and activity counts; full AI usage rules are in the phase blocks.</desc><defs><marker id="arr-en-full-intervention" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">Teaching intervention timeline</text><rect x="24" y="100" width="160" height="96" rx="8" fill="#B8694A"/><text x="104.0" y="148.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="104.0" y="148.0">Phase 1</tspan></text></svg></div></section><section id="full-05-evaluation-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>05 Pilot, Evaluation &amp; Stop Conditions</h2><p class="full-chapter-lead">Validate the pilot with independent learning outcomes and pre-specified stop conditions.</p></header><div class="full-chapter-body"><p><strong>Research question: </strong></p>
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  <p><strong>Baseline: </strong>W1 common pre-test</p>
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  <h3>Process metrics</h3><ul><li>weekly practice completion rate</li></ul>
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  <h3>Learning metrics</h3><ul><li>delayed retention score</li><li>transfer task score</li></ul>
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  <h3>Risk metrics</h3><ul><li>self-reported cognitive load</li></ul>
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  <h3>Evaluation design infographic</h3>
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- <svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="Evaluation design flow"><title>Evaluation design flow</title><desc>Evaluation flow across baseline, post test, retention and transfer; full metrics and analysis plan are in the evaluation section.</desc><defs><marker id="arr-en-full-evaluation" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">Evaluation Design Flow</text><rect x="30" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="105.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="105.0" y="138.0">Baseline</tspan></text><text x="105.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">pre-test</text><line x1="180" y1="138" x2="192" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-evaluation)"/><rect x="192" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="267.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="267.0" y="138.0">Post test</tspan></text><text x="267.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">post-test</text><line x1="342" y1="138" x2="354" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-evaluation)"/><rect x="354" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="429.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="429.0" y="138.0">Retention</tspan></text><text x="429.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">retention test</text><line x1="504" y1="138" x2="516" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-evaluation)"/><rect x="516" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="591.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="591.0" y="138.0">Transfer</tspan></text><text x="591.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">transfer test (no AI)</text></svg><div class="visual-suppressed"><strong>Benchmark visual suppressed</strong><p>result.json carries no benchmark.baselines, so this visual is omitted; see the standalone benchmark report.</p></div></div></section><section id="full-06-sources-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>06 Sources, Traceability &amp; Appendix</h2><p class="full-chapter-lead">Preserve original sources, URLs, evidence IDs and retrieval metadata for auditability.</p></header><div class="full-chapter-body"><h3>Source list</h3><div class='table-wrap'><table class='data-table source-table'><thead><tr><th>ID</th><th>Title</th><th>Year</th><th>Authority</th><th>Verifiable location</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2007</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1037/0278-7393.33.4.704">https://doi.org/10.1037/0278-7393.33.4.704</a></dd></div></dl></details></td><td>2007</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1037/0278-7393.33.4.704'>https://doi.org/10.1037/0278-7393.33.4.704</a></td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Covert retrieval practice benefits retention as much as overt retrieval practice.<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Covert retrieval practice benefits retention as much as overt retrieval practice.</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2013</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1037/a0033569">https://doi.org/10.1037/a0033569</a></dd></div></dl></details></td><td>2013</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1037/a0033569'>https://doi.org/10.1037/a0033569</a></td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1007/s10648-015-9349-8">https://doi.org/10.1007/s10648-015-9349-8</a></dd></div></dl></details></td><td>2016</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1007/s10648-015-9349-8'>https://doi.org/10.1007/s10648-015-9349-8</a></td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Retention and Transfer<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Retrieval Practice for Retention and Transfer</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2019</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1177/0040059919847210">https://doi.org/10.1177/0040059919847210</a></dd></div></dl></details></td><td>2019</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1177/0040059919847210'>https://doi.org/10.1177/0040059919847210</a></td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2021</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1007/s40670-021-01298-8">https://doi.org/10.1007/s40670-021-01298-8</a></dd></div></dl></details></td><td>2021</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1007/s40670-021-01298-8'>https://doi.org/10.1007/s40670-021-01298-8</a></td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Mnemonic benefits of retrieval practice at short retention intervals<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Mnemonic benefits of retrieval practice at short retention intervals</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2015</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1080/09658211.2014.889710">https://doi.org/10.1080/09658211.2014.889710</a></dd></div></dl></details></td><td>2015</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1080/09658211.2014.889710'>https://doi.org/10.1080/09658211.2014.889710</a></td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Practicing more retrieval routes leads to greater memory retention<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Practicing more retrieval routes leads to greater memory retention</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1016/j.actpsy.2016.05.014">https://doi.org/10.1016/j.actpsy.2016.05.014</a></dd></div></dl></details></td><td>2016</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1016/j.actpsy.2016.05.014'>https://doi.org/10.1016/j.actpsy.2016.05.014</a></td></tr></tbody></table></div><h3>Fetch provenance</h3><p class="provenance-summary">Search provider: sciverse · Fetched at: 2026-09-12T00:00:00+00:00</p><div class='table-wrap'><table class='data-table'><thead><tr><th>Source</th><th>Fetch method</th><th>Status</th><th>Fallback</th><th>Time</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr></tbody></table></div></div></section></main></div>
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+ <svg viewBox="0 0 720 260" xmlns="http://www.w3.org/2000/svg" role="img" aria-label="Evaluation design flow"><title>Evaluation design flow</title><desc>Evaluation flow across baseline, post test, retention and transfer; full metrics and analysis plan are in the evaluation section.</desc><defs><marker id="arr-en-full-evaluation" markerWidth="8" markerHeight="8" refX="6" refY="3" orient="auto"><path d="M0,0 L6,3 L0,6 Z" fill="#8A867E"/></marker></defs><rect width="720" height="260" fill="#FCFAF6" rx="12"/><text x="24" y="34" font-size="16" font-weight="700" fill="#3A3833">Evaluation design flow</text><rect x="30" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="105.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="105.0" y="138.0">Baseline</tspan></text><text x="105.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">pre-test</text><line x1="180" y1="138" x2="192" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-evaluation)"/><rect x="192" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="267.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="267.0" y="138.0">Post test</tspan></text><text x="267.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">post-test</text><line x1="342" y1="138" x2="354" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-evaluation)"/><rect x="354" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="429.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="429.0" y="138.0">Retention</tspan></text><text x="429.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">Retention</text><line x1="504" y1="138" x2="516" y2="138" stroke="#8A867E" stroke-width="2" marker-end="url(#arr-en-full-evaluation)"/><rect x="516" y="110" width="150" height="56" rx="8" fill="#5E8A6A"/><text x="591.0" y="138.0" text-anchor="middle" fill="#FFFFFF" font-size="12" font-weight="600"><tspan x="591.0" y="138.0">Transfer</tspan></text><text x="591.0" y="148" text-anchor="middle" font-size="9" fill="#fff" opacity="0.95">Transfer</text></svg><div class="visual-suppressed"><strong>Benchmark visual suppressed</strong><p>result.json carries no benchmark.baselines, so this visual is omitted; see the standalone benchmark report.</p></div></div></section><section id="full-06-sources-en" class="full-chapter" data-full-chapter><header class="full-chapter-header"><h2>06 Sources, Traceability &amp; Appendix</h2><p class="full-chapter-lead">Preserve original sources, URLs, evidence IDs and retrieval metadata for auditability.</p></header><div class="full-chapter-body"><h3>Source list</h3><div class='table-wrap'><table class='data-table source-table'><thead><tr><th>ID</th><th>Title</th><th>Year</th><th>Authority</th><th>Verifiable location</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2007</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1037/0278-7393.33.4.704">https://doi.org/10.1037/0278-7393.33.4.704</a></dd></div></dl></details></td><td>2007</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1037/0278-7393.33.4.704'>https://doi.org/10.1037/0278-7393.33.4.704</a></td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Covert retrieval practice benefits retention as much as overt retrieval practice.<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Covert retrieval practice benefits retention as much as overt retrieval practice.</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2013</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1037/a0033569">https://doi.org/10.1037/a0033569</a></dd></div></dl></details></td><td>2013</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1037/a0033569'>https://doi.org/10.1037/a0033569</a></td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td class='cell-main source-title-cell'>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1007/s10648-015-9349-8">https://doi.org/10.1007/s10648-015-9349-8</a></dd></div></dl></details></td><td>2016</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1007/s10648-015-9349-8'>https://doi.org/10.1007/s10648-015-9349-8</a></td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Retention and Transfer<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Retrieval Practice for Retention and Transfer</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2019</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1177/0040059919847210">https://doi.org/10.1177/0040059919847210</a></dd></div></dl></details></td><td>2019</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1177/0040059919847210'>https://doi.org/10.1177/0040059919847210</a></td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td class='cell-main source-title-cell'>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Retrieval Practice for Improving Long-Term Retention in Anatomical Education: A Quasi-Experimental Study</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2021</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1007/s40670-021-01298-8">https://doi.org/10.1007/s40670-021-01298-8</a></dd></div></dl></details></td><td>2021</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1007/s40670-021-01298-8'>https://doi.org/10.1007/s40670-021-01298-8</a></td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Mnemonic benefits of retrieval practice at short retention intervals<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Mnemonic benefits of retrieval practice at short retention intervals</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2015</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1080/09658211.2014.889710">https://doi.org/10.1080/09658211.2014.889710</a></dd></div></dl></details></td><td>2015</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1080/09658211.2014.889710'>https://doi.org/10.1080/09658211.2014.889710</a></td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td class='cell-main source-title-cell'>Practicing more retrieval routes leads to greater memory retention<details class="source-expander detail-expander"><summary>View source &amp; provenance</summary><dl class="source-detail-grid"><div class="source-detail-row"><dt>Original title</dt><dd>Practicing more retrieval routes leads to greater memory retention</dd></div><div class="source-detail-row"><dt>Year</dt><dd>2016</dd></div><div class="source-detail-row"><dt>Authority</dt><dd>Tier 1 DOI-verified paper</dd></div><div class="source-detail-row"><dt>Fetch provider</dt><dd>sciverse_content</dd></div><div class="source-detail-row"><dt>Fetch status</dt><dd>FETCH_VALID</dd></div><div class="source-detail-row"><dt>Fetched at</dt><dd>2026-09-12T00:00:00+00:00</dd></div><div class="source-detail-row"><dt>Verifiable link</dt><dd><a href="https://doi.org/10.1016/j.actpsy.2016.05.014">https://doi.org/10.1016/j.actpsy.2016.05.014</a></dd></div></dl></details></td><td>2016</td><td>Tier 1 DOI-verified paper</td><td class='cell-main'><a href='https://doi.org/10.1016/j.actpsy.2016.05.014'>https://doi.org/10.1016/j.actpsy.2016.05.014</a></td></tr></tbody></table></div><h3>Fetch provenance</h3><p class="provenance-summary">Search provider: sciverse · Fetched at: 2026-09-12T00:00:00+00:00</p><div class='table-wrap'><table class='data-table'><thead><tr><th>Source</th><th>Fetch method</th><th>Status</th><th>Fallback</th><th>Time</th></tr></thead><tbody><tr><td><code>S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-SMITH-COVERT-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-HOPKINS-SPACED-RETRIEVAL-PRACTICE</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-MORANO-RETRIEVAL-PRACTICE-RETENTION</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr><tr><td><code>S-ZHENG-PRACTICING-MORE-RETRIEVAL</code></td><td>sciverse_content</td><td>FETCH_VALID</td><td></td><td>2026-09-12T00:00:00+00:00</td></tr></tbody></table></div></div></section></main></div>
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