☰

Michelle L Rivers, PhD - Publications

Affiliations: 
2011-2013 Psychology University of California, Santa Cruz, Santa Cruz, CA, United States 
 2016-2021 Psychological Science Kent State University, Kent, OH, United States 
 2021- Psychology Texas Christian University, Fort Worth, TX, United States 
Area:
Self-Regulated Learning, Memory, Metacognition, Education
Website:
https://www.michellelrivers.com/
Tree Info Grants Similar researchers Related pubs Distance to... Nearest Nobel PubMed Report error

10 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Rivers ML, Janes JL, Dunlosky J, Witherby AE, Tauber SK. Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance. Journal of Intelligence. 11. PMID 37623547 DOI: 10.3390/jintelligence11080164  0.714
2023 Rivers ML. Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect. Journal of Intelligence. 11. PMID 37504790 DOI: 10.3390/jintelligence11070147  0.553
2023 Rivers ML, Dunlosky J, Janes JL, Witherby AE, Tauber SK. Judgments of learning enhance recall for category-cued but not letter-cued items. Memory & Cognition. PMID 37173589 DOI: 10.3758/s13421-023-01417-3  0.708
2023 Pan SC, Rivers ML. Metacognitive awareness of the pretesting effect improves with self-regulation support. Memory & Cognition. 1-20. PMID 36637644 DOI: 10.3758/s13421-022-01392-1  0.548
2022 Rivers ML, Dunlosky J, McLeod M. What constrains people's ability to learn about the testing effect through task experience? Memory (Hove, England). 1-18. PMID 36093735 DOI: 10.1080/09658211.2022.2120204  0.752
2021 Rivers ML, Janes JL, Dunlosky J. Investigating memory reactivity with a within-participant manipulation of judgments of learning: support for the cue-strengthening hypothesis. Memory (Hove, England). 1-12. PMID 34635008 DOI: 10.1080/09658211.2021.1985143  0.761
2020 Rivers ML, Dunlosky J. Are test-expectancy effects better explained by changes in encoding strategies or differential test experience? Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 32940510 DOI: 10.1037/Xlm0000949  0.719
2020 Rivers ML, Dunlosky J, Persky AM. Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings. American Journal of Pharmaceutical Education. 84: 7730. PMID 32577037 DOI: 10.5688/Ajpe7730  0.675
2019 Rivers ML, Dunlosky J, Joynes R. The contribution of classroom exams to formative evaluation of concept-level knowledge Contemporary Educational Psychology. 59: 101806. DOI: 10.1016/J.Cedpsych.2019.101806  0.697
2018 Janes JL, Rivers ML, Dunlosky J. The influence of making judgments of learning on memory performance: Positive, negative, or both? Psychonomic Bulletin & Review. PMID 29611141 DOI: 10.3758/S13423-018-1463-4  0.772
Show low-probability matches.