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John Timothy Dunlosky

Affiliations: 
1995-2004 University of North Carolina at Greensboro, Greensboro, NC, United States 
 2004- Kent State University, Kent, OH, United States 
Area:
Cognitive Psychology
Website:
https://www.kent.edu/psychology/profile/john-dunlosky
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"John Timothy Dunlosky"
Bio:

http://studylib.net/doc/8245079/curriculum-vita---john-dunlosky---kent-state-university-m...
https://books.google.com/books?id=qpMvAQAAIAAJ

Mean distance: 18.87 (cluster 14)
 
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Parents

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Thomas O. Nelson grad student 1993 University of Washington
 (Hybrid cues for judgments of learning increase subsequent recall but decrease judgment-of-learning accuracy.)

Children

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Heather Bailey grad student Kent State
Michael J. Serra grad student 2007 Kent State
Robert Ariel grad student 2012 Kent State
Marissa K. Hartwig grad student 2013 Kent State
Michelle L Rivers grad student 2016-2021 Kent State
Sarah K. Tauber post-doc Kent State

Collaborators

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Starlette M. Sinclair collaborator 2010- Kent State
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Publications

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Rivers ML, Janes JL, Dunlosky J, et al. (2023) Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance. Journal of Intelligence. 11
Rivers ML, Dunlosky J, Janes JL, et al. (2023) Judgments of learning enhance recall for category-cued but not letter-cued items. Memory & Cognition
Badali S, Rawson KA, Dunlosky J. (2023) How do Students Regulate Their Use of Multiple Choice Practice Tests? Educational Psychology Review. 35: 43
Rivers ML, Dunlosky J, McLeod M. (2022) What constrains people's ability to learn about the testing effect through task experience? Memory (Hove, England). 1-18
Foster NL, Mueller ML, Dunlosky J, et al. (2022) What is the impact of interleaving practice and delaying judgments on the accuracy of category-learning judgments? Journal of Experimental Psychology. Applied
Wissman KT, Zamary A, Rawson KA, et al. (2022) Enhancing declarative concept application: The utility of examples as primary targets of learning. Journal of Experimental Psychology. Applied
Badali S, Rawson KA, Dunlosky J. (2022) Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? Educational Psychology Review. 1-27
Rivers ML, Janes JL, Dunlosky J. (2021) Investigating memory reactivity with a within-participant manipulation of judgments of learning: support for the cue-strengthening hypothesis. Memory (Hove, England). 1-12
Stanton JD, Sebesta AJ, Dunlosky J. (2021) Fostering Metacognition to Support Student Learning and Performance. Cbe Life Sciences Education. 20: fe3
Hertzog C, Curley T, Dunlosky J. (2021) Are age differences in recognition-based retrieval monitoring an epiphenomenon of age differences in memory? Psychology and Aging
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