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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.)


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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
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Foster NL, Mueller ML, Was C, et al. (2019) Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice. Memory & Cognition
Tauber SK, Witherby AE, Dunlosky J. (2019) Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs. Memory & Cognition
Morehead K, Dunlosky J, Rawson KA, et al. (2019) Note-taking habits of 21st Century college students: implications for student learning, memory, and achievement. Memory (Hove, England). 1-12
Janes JL, Rivers ML, Dunlosky J. (2018) The influence of making judgments of learning on memory performance: Positive, negative, or both? Psychonomic Bulletin & Review
Rawson KA, Vaughn KE, Walsh M, et al. (2018) Investigating and explaining the effects of successive relearning on long-term retention. Journal of Experimental Psychology. Applied
Morehead K, Dunlosky J, Rawson KA, et al. (2017) Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis. Memory (Hove, England). 1-12
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
Bottiroli S, Cavallini E, Dunlosky J, et al. (2017) Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks. Archives of Gerontology and Geriatrics. 72: 91-98
Tauber SK, Dunlosky J, Urry HL, et al. (2016) The effects of emotion on younger and older adults' monitoring of learning. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 1-20
Blasiman RN, Dunlosky J, Rawson KA. (2016) The what, how much, and when of study strategies: comparing intended versus actual study behaviour. Memory (Hove, England). 1-9
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