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Sarah K. Tauber

Affiliations: 
Psychology Texas Christian University, Fort Worth, TX, United States 
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John Timothy Dunlosky post-doc Kent State

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Michelle L Rivers post-doc 2021- Texas Christian University

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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
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
Witherby AE, Babineau AL, Tauber SK. (2023) Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory? 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
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, Tauber SK. (2022) Students' decisions to switch between categories or stay within them are related to practice classification performance. Memory & Cognition. 1-17
Babineau AL, Witherby AE, Ariel R, et al. (2022) Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions? Journal of Intelligence. 10
Witherby AE, Tauber SK, Goodrich M. (2021) People hold mood-congruent beliefs about memory but do not use these beliefs when monitoring their learning. Journal of Experimental Psychology. Learning, Memory, and Cognition
Dunlosky J, Mueller ML, Morehead K, et al. (2021) Why Does Excellent Monitoring Accuracy Not Always Produce Gains in Memory Performance? Zeitschrift FüR Psychologie. 229: 104-119
Carpenter SK, Witherby AE, Tauber SK. (2020) On Students’ (Mis)judgments of Learning and Teaching Effectiveness: Where We Stand and how to Move Forward Journal of Applied Research in Memory and Cognition. 9: 181-185
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