John Timothy Dunlosky
Affiliations: | 1995-2004 | University of North Carolina at Greensboro, Greensboro, NC, United States | |
2004- | Kent State University, Kent, OH, United States |
Area:
Cognitive PsychologyWebsite:
https://www.kent.edu/psychology/profile/john-dunloskyGoogle:
"John Timothy Dunlosky"Bio:
http://studylib.net/doc/8245079/curriculum-vita---john-dunlosky---kent-state-university-m...
https://books.google.com/books?id=qpMvAQAAIAAJ
Mean distance: 18.87 (cluster 14)
Parents
Sign in to add mentorThomas O. Nelson | grad student | 1993 | University of Washington | |
(Hybrid cues for judgments of learning increase subsequent recall but decrease judgment-of-learning accuracy.) |
Children
Sign in to add traineeHeather 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 |
Sarah K. Tauber | post-doc | Kent State |
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Publications
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Bernardi E, Vaughn KE, Dunlosky J, et al. (2024) Toward mastering foreign-language translations: transfer between productive and receptive learning. Memory (Hove, England). 1-12 |
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 |
Rivers ML, Dunlosky J, Janes JL, et al. (2023) Judgments of learning enhance recall for category-cued but not letter-cued items. Memory & Cognition |
Badali S, Rawson KA, Dunlosky J. (2023) How do Students Regulate Their Use of Multiple Choice Practice Tests? Educational Psychology Review. 35: 43 |
Rivers ML, Dunlosky J, McLeod M. (2022) What constrains people's ability to learn about the testing effect through task experience? Memory (Hove, England). 1-18 |
Foster NL, Mueller ML, Dunlosky J, et al. (2022) What is the impact of interleaving practice and delaying judgments on the accuracy of category-learning judgments? Journal of Experimental Psychology. Applied |
Wissman KT, Zamary A, Rawson KA, et al. (2022) Enhancing declarative concept application: The utility of examples as primary targets of learning. Journal of Experimental Psychology. Applied |
Badali S, Rawson KA, Dunlosky J. (2022) Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? Educational Psychology Review. 1-27 |
Rivers ML, Janes JL, Dunlosky J. (2021) Investigating memory reactivity with a within-participant manipulation of judgments of learning: support for the cue-strengthening hypothesis. Memory (Hove, England). 1-12 |
Stanton JD, Sebesta AJ, Dunlosky J. (2021) Fostering Metacognition to Support Student Learning and Performance. Cbe Life Sciences Education. 20: fe3 |