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Robert Ariel, Ph.D.

Affiliations: 
2012 Psychology Kent State University, Kent, OH, United States 
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"Robert Ariel"
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John Timothy Dunlosky grad student 2012 Kent State
 (Learning what to learn: The effects of task experience on strategy shifts in the allocation of study time.)

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Publications

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Ariel R, Babineau A, Tauber SK. (2023) Teaching older adults to use retrieval practice improves their self-regulated learning. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 1-23
Tauber SK, Ariel R. (2023) Emerging Trends in Research on Self-Regulated Learning and Implications for Education: An Introduction to the Special Issue. Journal of Intelligence. 11
Babineau AL, Witherby AE, Ariel R, et al. (2022) Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions? Journal of Intelligence. 10
Ariel R, Karpicke JD, Witherby AE, et al. (2020) Do Judgments of Learning Directly Enhance Learning of Educational Materials Educational Psychology Review. 1-20
Ariel R, Lembeck NA, Moffat S, et al. (2018) Are there Sex Differences in Confidence and Metacognitive Monitoring Accuracy for Everyday, Academic, and Psychometrically Measured Spatial Ability? Intelligence. 70: 42-51
Lipowski S, Ariel R, Tauber SK, et al. (2017) Children's agenda-based regulation: The effects of prior performance and reward on elementary school children's study choices. Journal of Experimental Child Psychology. 164: 55-67
Ariel R, Karpicke JD. (2017) Improving Self-Regulated Learning With a Retrieval Practice Intervention. Journal of Experimental Psychology. Applied
Ariel R, Moffat SD. (2017) Age-related similarities and differences in monitoring spatial cognition. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 1-27
Ariel R, Price J, Hertzog C. (2015) Age-Related Associative Memory Deficits in Value-Based Remembering: The Contribution of Agenda-Based Regulation and Strategy Use. Psychology and Aging
Ariel R, Hines JC, Hertzog C. (2014) Test Framing Generates a Stability Bias for Predictions of Learning by Causing People to Discount their Learning Beliefs. Journal of Memory and Language. 75: 181-198
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