Michelle L Rivers, PhD
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, EducationWebsite:
https://www.michellelrivers.com/Google:
"Michelle Rivers"Mean distance: (not calculated yet)
Parents
Sign in to add mentor| Benjamin C. Storm | research assistant | 2013-2015 | UC Santa Cruz |
| John Timothy Dunlosky | grad student | 2016-2021 | Kent State |
| Sarah K. Tauber | post-doc | 2021- | Texas Christian University |
Collaborators
Sign in to add collaborator| Elizabeth Bjork | collaborator | UCLA | |
| Robin Joynes | collaborator | Kent State | |
| Bradley J. Morris | collaborator | Kent State | |
| Clarissa Ann Thompson | collaborator | Kent State |
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Publications
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| 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. (2023) Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect. 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 |
| Pan SC, Rivers ML. (2023) Metacognitive awareness of the pretesting effect improves with self-regulation support. Memory & Cognition. 1-20 |
| 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 |
| 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 |
| Rivers ML, Dunlosky J. (2020) Are test-expectancy effects better explained by changes in encoding strategies or differential test experience? Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Rivers ML, Dunlosky J, Persky AM. (2020) Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings. American Journal of Pharmaceutical Education. 84: 7730 |
| Rivers ML, Dunlosky J, Joynes R. (2019) The contribution of classroom exams to formative evaluation of concept-level knowledge Contemporary Educational Psychology. 59: 101806 |
| Janes JL, Rivers ML, Dunlosky J. (2018) The influence of making judgments of learning on memory performance: Positive, negative, or both? Psychonomic Bulletin & Review |