| Year |
Citation |
Score |
| 2021 |
Tullis JG, Fraundorf SH. Selecting effectively contributes to the mnemonic benefits of self-generated cues. Memory & Cognition. PMID 34731430 DOI: 10.3758/s13421-021-01245-3 |
0.72 |
|
| 2021 |
Tullis JG, Finley JR. What characteristics make self-generated memory cues effective over time? Memory (Hove, England). 1-12. PMID 34546833 DOI: 10.1080/09658211.2021.1979585 |
0.719 |
|
| 2021 |
Tullis JG, Qiu J. Generating mnemonics boosts recall of chemistry information. Journal of Experimental Psychology. Applied. PMID 33939460 DOI: 10.1037/xap0000350 |
0.3 |
|
| 2021 |
Zhang D, Tullis JG. Personal reminders: Self-generated reminders boost memory more than normatively related ones. Memory & Cognition. PMID 33415715 DOI: 10.3758/s13421-020-01120-7 |
0.386 |
|
| 2020 |
Tullis JG, Goldstone RL. Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications. 5: 15. PMID 32274609 DOI: 10.1186/S41235-020-00218-5 |
0.521 |
|
| 2020 |
Tullis JG, Maddox GB. Self-reported use of retrieval practice varies across age and domain Metacognition and Learning. 15: 129-154. DOI: 10.1007/S11409-020-09223-X |
0.354 |
|
| 2019 |
Peng Y, Tullis JG. Theories of intelligence influence self-regulated study choices and learning. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 31282727 DOI: 10.1037/Xlm0000740 |
0.481 |
|
| 2018 |
Tullis JG. Predicting others' knowledge: Knowledge estimation as cue utilization. Memory & Cognition. 46: 1360-1375. PMID 30019180 DOI: 10.3758/S13421-018-0842-4 |
0.397 |
|
| 2018 |
Tullis JG, Finley JR. Self-Generated Memory Cues: Effective Tools for Learning, Training, and Remembering Policy Insights From the Behavioral and Brain Sciences. 5: 179-186. DOI: 10.1177/2372732218788092 |
0.736 |
|
| 2017 |
Tullis JG, Fiechter JL, Benjamin AS. The Efficacy of Learners' Testing Choices. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 29094989 DOI: 10.1037/Xlm0000473 |
0.651 |
|
| 2017 |
Tullis JG, Goldstone RL. Instruction in Computer Modeling Can Support Broad Application of Complex Systems Knowledge Frontiers in Education. 2. DOI: 10.3389/Feduc.2017.00004 |
0.511 |
|
| 2017 |
Tullis JG, Fraundorf SH. Predicting others’ memory performance: The accuracy and bases of social metacognition Journal of Memory and Language. 95: 124-137. DOI: 10.1016/J.Jml.2017.03.003 |
0.744 |
|
| 2016 |
Tullis JG, Goldstone RL. Comparison versus reminding. Cognitive Research: Principles and Implications. 1: 20. PMID 28180171 DOI: 10.1186/S41235-016-0028-1 |
0.653 |
|
| 2015 |
Ryskin RA, Benjamin AS, Tullis J, Brown-Schmidt S. Perspective-taking in comprehension, production, and memory: An individual differences approach. Journal of Experimental Psychology. General. 144: 898-915. PMID 26214163 DOI: 10.1037/Xge0000093 |
0.665 |
|
| 2015 |
Tullis JG, Benjamin AS. Cue generation: How learners flexibly support future retrieval. Memory & Cognition. PMID 25777138 DOI: 10.3758/S13421-015-0517-3 |
0.692 |
|
| 2015 |
Tullis JG, Goldstone RL, Hanson AJ. Scheduling scaffolding: the extent and arrangement of assistance during training impacts test performance. Journal of Motor Behavior. 47: 442-52. PMID 25760764 DOI: 10.1080/00222895.2015.1008686 |
0.523 |
|
| 2015 |
Hourihan KL, Tullis JG. When will bigger be (recalled) better? The influence of category size on JOLs depends on test format. Memory & Cognition. PMID 25758175 DOI: 10.3758/S13421-015-0516-4 |
0.437 |
|
| 2015 |
Tullis JG, Benjamin AS. Cueing others' memories. Memory & Cognition. 43: 634-46. PMID 25377508 DOI: 10.3758/S13421-014-0478-Y |
0.691 |
|
| 2015 |
Ryskin RA, Benjamin AS, Tullis J, Brown-Schmidt S. Perspective-Taking in Comprehension, Production, and Memory: An Individual Differences Approach Journal of Experimental Psychology: General. DOI: 10.1037/xge0000093 |
0.59 |
|
| 2014 |
Tullis JG, Benjamin AS, Liu X. Self-pacing study of faces of different races: metacognitive control over study does not eliminate the cross-race recognition effect. Memory & Cognition. 42: 863-75. PMID 24710671 DOI: 10.3758/S13421-014-0409-Y |
0.6 |
|
| 2014 |
Tullis JG, Benjamin AS, Ross BH. The reminding effect: presentation of associates enhances memory for related words in a list. Journal of Experimental Psychology. General. 143: 1526-40. PMID 24635185 DOI: 10.1037/A0036036 |
0.676 |
|
| 2014 |
Tullis JG, Braverman M, Ross BH, Benjamin AS. Remindings influence the interpretation of ambiguous stimuli. Psychonomic Bulletin & Review. 21: 107-13. PMID 23835617 DOI: 10.3758/S13423-013-0476-2 |
0.699 |
|
| 2013 |
Benjamin AS, Tullis JG, Lee JH. Criterion noise in ratings-based recognition: evidence from the effects of response scale length on recognition accuracy. Journal of Experimental Psychology. Learning, Memory, and Cognition. 39: 1601-8. PMID 23421510 DOI: 10.1037/A0031849 |
0.56 |
|
| 2013 |
Tullis JG, Finley JR, Benjamin AS. Metacognition of the testing effect: guiding learners to predict the benefits of retrieval. Memory & Cognition. 41: 429-42. PMID 23242770 DOI: 10.3758/S13421-012-0274-5 |
0.747 |
|
| 2012 |
Tullis JG, Benjamin AS. Consequences of restudy choices in younger and older learners. Psychonomic Bulletin & Review. 19: 743-9. PMID 22585362 DOI: 10.3758/S13423-012-0266-2 |
0.673 |
|
| 2012 |
Tullis JG, Benjamin AS. The effectiveness of updating metacognitive knowledge in the elderly: evidence from metamnemonic judgments of word frequency. Psychology and Aging. 27: 683-90. PMID 22082013 DOI: 10.1037/A0025838 |
0.61 |
|
| 2012 |
Tullis JG, Benjamin AS. “The effectiveness of updating metacognitive knowledge in the elderly: Evidence from metamnemonic judgments of word frequency”: Correction to Tullis and Benjamin (2012). Psychology and Aging. 27: 939-939. DOI: 10.1037/A0030675 |
0.586 |
|
| 2011 |
Tullis JG, Benjamin AS. On the effectiveness of self-paced learning. Journal of Memory and Language. 64: 109-118. PMID 21516194 DOI: 10.1016/J.Jml.2010.11.002 |
0.652 |
|
| 2010 |
Benjamin AS, Tullis J. What makes distributed practice effective? Cognitive Psychology. 61: 228-47. PMID 20580350 DOI: 10.1016/J.Cogpsych.2010.05.004 |
0.615 |
|
| 2010 |
Finley JR, Tullis JG, Benjamin AS. Metacognitive control of learning and remembering New Science of Learning: Cognition, Computers and Collaboration in Education. 109-131. DOI: 10.1007/978-1-4419-5716-0_6 |
0.708 |
|
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