| 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 |
0.826 |
|
| 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 |
0.819 |
|
| 2023 |
Badali S, Rawson KA, Dunlosky J. How do Students Regulate Their Use of Multiple Choice Practice Tests? Educational Psychology Review. 35: 43. PMID 37013110 DOI: 10.1007/s10648-023-09761-1 |
0.311 |
|
| 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 |
0.836 |
|
| 2022 |
Foster NL, Mueller ML, Dunlosky J, Finkenthal L. What is the impact of interleaving practice and delaying judgments on the accuracy of category-learning judgments? Journal of Experimental Psychology. Applied. PMID 36006711 DOI: 10.1037/xap0000444 |
0.343 |
|
| 2022 |
Wissman KT, Zamary A, Rawson KA, Dunlosky J. Enhancing declarative concept application: The utility of examples as primary targets of learning. Journal of Experimental Psychology. Applied. PMID 35511552 DOI: 10.1037/xap0000432 |
0.335 |
|
| 2022 |
Badali S, Rawson KA, Dunlosky J. Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? Educational Psychology Review. 1-27. PMID 35283609 DOI: 10.1007/s10648-022-09665-6 |
0.436 |
|
| 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 |
0.837 |
|
| 2021 |
Stanton JD, Sebesta AJ, Dunlosky J. Fostering Metacognition to Support Student Learning and Performance. Cbe Life Sciences Education. 20: fe3. PMID 33797282 DOI: 10.1187/cbe.20-12-0289 |
0.334 |
|
| 2021 |
Hertzog C, Curley T, Dunlosky J. Are age differences in recognition-based retrieval monitoring an epiphenomenon of age differences in memory? Psychology and Aging. PMID 33793261 DOI: 10.1037/pag0000595 |
0.304 |
|
| 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 |
0.802 |
|
| 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 |
0.806 |
|
| 2020 |
Knouse LE, Rawson KA, Dunlosky J. How much do college students with ADHD benefit from retrieval practice when learning key-term definitions? Learning and Instruction. 68: 101330. DOI: 10.1016/J.Learninstruc.2020.101330 |
0.389 |
|
| 2020 |
Rawson KA, Dunlosky J, Janes JL. All Good Things Must Come to an End: a Potential Boundary Condition on the Potency of Successive Relearning Educational Psychology Review. 32: 851-871. DOI: 10.1007/S10648-020-09528-Y |
0.393 |
|
| 2020 |
Janes JL, Dunlosky J, Rawson KA, Jasnow A. Successive relearning improves performance on a
high‐stakes
exam in a difficult biopsychology course Applied Cognitive Psychology. 34: 1118-1132. DOI: 10.1002/Acp.3699 |
0.311 |
|
| 2019 |
Foster NL, Mueller ML, Was C, Rawson KA, Dunlosky J. Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice. Memory & Cognition. PMID 30877483 DOI: 10.3758/S13421-019-00918-4 |
0.321 |
|
| 2019 |
Tauber SK, Witherby AE, Dunlosky J. Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs. Memory & Cognition. PMID 30859406 DOI: 10.3758/S13421-019-00919-3 |
0.827 |
|
| 2019 |
Morehead K, Dunlosky J, Rawson KA, Blasiman R, Hollis RB. Note-taking habits of 21st Century college students: implications for student learning, memory, and achievement. Memory (Hove, England). 1-12. PMID 30747570 DOI: 10.1080/09658211.2019.1569694 |
0.381 |
|
| 2019 |
Cavallini E, Bottiroli S, Dunlosky J, Ambiel E, Lux A, Hertzog C. Strategy-adaptation memory training: predictors of older adults’ training gains Open Psychology. 1: 255-272. DOI: 10.1515/Psych-2018-0017 |
0.382 |
|
| 2019 |
Morris BJ, Owens W, Ellenbogen K, Erduran S, Dunlosky J. Measuring informal STEM learning supports across contexts and time International Journal of Stem Education. 6. DOI: 10.1186/S40594-019-0195-Y |
0.378 |
|
| 2019 |
Was CA, Hollis RB, Dunlosky J. Do students understand the detrimental effects of mind wandering during online learning? Computers & Education. 135: 113-122. DOI: 10.1016/J.Compedu.2019.02.020 |
0.43 |
|
| 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 |
0.825 |
|
| 2019 |
Morehead K, Dunlosky J, Rawson KA. How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014) Educational Psychology Review. 31: 753-780. DOI: 10.1007/S10648-019-09468-2 |
0.385 |
|
| 2018 |
D'Antoni AV, Mtui EP, Loukas M, Tubbs RS, Pinto Zipp G, Dunlosky J. An evidence-based approach to learning clinical anatomy: a guide for medical students, educators, and administrators. Clinical Anatomy (New York, N.Y.). PMID 30307063 DOI: 10.1002/Ca.23298 |
0.437 |
|
| 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 |
0.844 |
|
| 2018 |
Rawson KA, Vaughn KE, Walsh M, Dunlosky J. Investigating and explaining the effects of successive relearning on long-term retention. Journal of Experimental Psychology. Applied. PMID 29431462 DOI: 10.1037/Xap0000146 |
0.465 |
|
| 2018 |
Foster NL, Rawson KA, Dunlosky J. Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving? Learning and Instruction. 55: 124-138. DOI: 10.1016/J.Learninstruc.2017.10.002 |
0.376 |
|
| 2018 |
Janes JL, Dunlosky J, Rawson KA. How Do Students Use Self-Testing Across Multiple Study Sessions When Preparing for a High-Stakes Exam? Journal of Applied Research in Memory and Cognition. 7: 230-240. DOI: 10.1016/J.Jarmac.2017.11.003 |
0.442 |
|
| 2018 |
Tauber SK, Witherby AE, Dunlosky J, Rawson KA, Putnam AL, Roediger HL. Does Covert Retrieval Benefit Learning of Key-Term Definitions? Journal of Applied Research in Memory and Cognition. 7: 106-115. DOI: 10.1016/J.Jarmac.2016.10.004 |
0.816 |
|
| 2018 |
Dunlosky J, Dudley D, Spitznagel MB, Clements RJ. Student's metamemory knowledge about the impact of stereoscopic three-dimensional presentations of science content Applied Cognitive Psychology. 33: 225-233. DOI: 10.1002/Acp.3469 |
0.316 |
|
| 2017 |
Morehead K, Dunlosky J, Rawson KA, Bishop M, Pyc MA. Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis. Memory (Hove, England). 1-12. PMID 28978279 DOI: 10.1080/09658211.2017.1381266 |
0.33 |
|
| 2017 |
Lipowski S, Ariel R, Tauber SK, Dunlosky J. Children's agenda-based regulation: The effects of prior performance and reward on elementary school children's study choices. Journal of Experimental Child Psychology. 164: 55-67. PMID 28779700 DOI: 10.1016/J.Jecp.2017.06.015 |
0.779 |
|
| 2017 |
Morehead K, Dunlosky J, Foster NL. Do people use category-learning judgments to regulate their learning of natural categories? Memory & Cognition. PMID 28707177 DOI: 10.3758/S13421-017-0729-9 |
0.474 |
|
| 2017 |
Bottiroli S, Cavallini E, Dunlosky J, Vecchi T, Hertzog C. Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks. Archives of Gerontology and Geriatrics. 72: 91-98. PMID 28609674 DOI: 10.1016/J.Archger.2017.05.015 |
0.343 |
|
| 2017 |
de Bruin AB, Dunlosky J, Cavalcanti RB. Monitoring and regulation of learning in medical education: the need for predictive cues. Medical Education. PMID 28332224 DOI: 10.1111/Medu.13267 |
0.4 |
|
| 2017 |
Mueller ML, Dunlosky J. How beliefs can impact judgments of learning: Evaluating analytic processing theory with beliefs about fluency Journal of Memory and Language. 93: 245-258. DOI: 10.1016/J.Jml.2016.10.008 |
0.518 |
|
| 2017 |
Hartwig MK, Dunlosky J. Category learning judgments in the classroom: Can students judge how well they know course topics? Contemporary Educational Psychology. 49: 80-90. DOI: 10.1016/J.Cedpsych.2016.12.002 |
0.823 |
|
| 2016 |
Rich PR, Van Loon MH, Dunlosky J, Zaragoza MS. Belief in Corrective Feedback for Common Misconceptions: Implications for Knowledge Revision. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 27762579 DOI: 10.1037/Xlm0000322 |
0.386 |
|
| 2016 |
Tauber SK, Dunlosky J, Urry HL, Opitz PC. The effects of emotion on younger and older adults' monitoring of learning. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 1-20. PMID 27676220 DOI: 10.1080/13825585.2016.1227423 |
0.788 |
|
| 2016 |
Blasiman RN, Dunlosky J, Rawson KA. The what, how much, and when of study strategies: comparing intended versus actual study behaviour. Memory (Hove, England). 1-9. PMID 27561889 DOI: 10.1080/09658211.2016.1221974 |
0.36 |
|
| 2016 |
Wall JL, Thompson CA, Dunlosky J, Merriman WE. Children Can Accurately Monitor and Control Their Number-Line Estimation Performance. Developmental Psychology. PMID 27548391 DOI: 10.1037/Dev0000180 |
0.325 |
|
| 2016 |
Vaughn KE, Dunlosky J, Rawson KA. Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion? Memory & Cognition. PMID 27027887 DOI: 10.3758/S13421-016-0606-Y |
0.515 |
|
| 2016 |
Knouse LE, Rawson KA, Vaughn KE, Dunlosky J. Does testing improve learning for college students with attention-deficit/hyperactivity disorder? Clinical Psychological Science. 4: 136-143. DOI: 10.1177/2167702614565175 |
0.427 |
|
| 2016 |
Zamary A, Rawson KA, Dunlosky J. How accurately can students evaluate the quality of self-generated examples of declarative concepts? Not well, and feedback does not help Learning and Instruction. 46: 12-20. DOI: 10.1016/J.Learninstruc.2016.08.002 |
0.384 |
|
| 2016 |
Foster NL, Was CA, Dunlosky J, Isaacson RM. Even after thirteen class exams, students are still overconfident: the role of memory for past exam performance in student predictions Metacognition and Learning. 1-19. DOI: 10.1007/S11409-016-9158-6 |
0.384 |
|
| 2016 |
Dunlosky J, Mueller ML. Recommendations for exploring the disfluency hypothesis for establishing whether perceptually degrading materials impacts performance Metacognition and Learning. 1-9. DOI: 10.1007/S11409-016-9155-9 |
0.425 |
|
| 2016 |
Rawson KA, Dunlosky J. How Effective is Example Generation for Learning Declarative Concepts? Educational Psychology Review. 28: 649-672. DOI: 10.1007/S10648-016-9377-Z |
0.472 |
|
| 2015 |
Tauber SK, Dunlosky J, Rawson KA. The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory. Experimental Psychology. 1-10. PMID 26138299 DOI: 10.1027/1618-3169/A000296 |
0.82 |
|
| 2015 |
Mueller ML, Dunlosky J, Tauber SK. The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory? Quarterly Journal of Experimental Psychology (2006). 1-19. PMID 26059683 DOI: 10.1080/17470218.2015.1058404 |
0.817 |
|
| 2015 |
Tauber SK, Dunlosky J. Monitoring of learning at the category level when learning a natural concept: will task experience improve its resolution? Acta Psychologica. 155: 8-18. PMID 25528538 DOI: 10.1016/J.Actpsy.2014.11.011 |
0.823 |
|
| 2015 |
Mueller ML, Dunlosky J, Tauber SK. Why is knowledge updating after task experience incomplete? Contributions of encoding experience, scaling artifact, and inferential deficit. Memory & Cognition. 43: 180-92. PMID 25326151 DOI: 10.3758/S13421-014-0474-2 |
0.818 |
|
| 2015 |
DeLozier S, Dunlosky J. How do students improve their value-based learning with task experience? Memory (Hove, England). 23: 928-42. PMID 25054773 DOI: 10.1080/09658211.2014.938083 |
0.513 |
|
| 2015 |
Dunlosky J, Rawson KA. Do students use testing and feedback while learning? A focus on key concept definitions and learning to criterion Learning and Instruction. 39: 32-44. DOI: 10.1016/J.Learninstruc.2015.05.003 |
0.469 |
|
| 2015 |
Foster NL, Dunlosky J, Sahakyan L. Is awareness of the ability to forget (or to remember) critical for demonstrating directed forgetting? Journal of Memory and Language. 85: 88-100. DOI: 10.1016/J.Jml.2015.06.009 |
0.484 |
|
| 2015 |
van Loon MH, Dunlosky J, van Gog T, van Merriënboer JJG, de Bruin ABH. Refutations in science texts lead to hypercorrection of misconceptions held with high confidence Contemporary Educational Psychology. 42: 39-48. DOI: 10.1016/J.Cedpsych.2015.04.003 |
0.385 |
|
| 2015 |
Jones AC, Wardlow L, Pan SC, Zepeda C, Heyman GD, Dunlosky J, Rickard TC. Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing Educational Psychology Review. DOI: 10.1007/S10648-015-9330-6 |
0.381 |
|
| 2014 |
van Loon MH, de Bruin AB, van Gog T, van Merriënboer JJ, Dunlosky J. Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica. 151: 143-54. PMID 24977937 DOI: 10.1016/J.Actpsy.2014.06.007 |
0.499 |
|
| 2014 |
Bailey HR, Dunlosky J, Hertzog C. Does strategy training reduce age-related deficits in working memory? Gerontology. 60: 346-56. PMID 24577079 DOI: 10.1159/000356699 |
0.541 |
|
| 2014 |
Lipowski SL, Pyc MA, Dunlosky J, Rawson KA. Establishing and explaining the testing effect in free recall for young children. Developmental Psychology. 50: 994-1000. PMID 24294884 DOI: 10.1037/A0035202 |
0.446 |
|
| 2014 |
Ariel R, Dunlosky J, Toppino TC. Contribution of degraded perception and insufficient encoding to decisions to mass or space study. Experimental Psychology. 61: 110-7. PMID 23988872 DOI: 10.1027/1618-3169/A000230 |
0.704 |
|
| 2014 |
Hartwig MK, Dunlosky J. The contribution of judgment scale to the unskilled-and-unaware phenomenon: how evaluating others can exaggerate over- (and under-) confidence. Memory & Cognition. 42: 164-73. PMID 23846414 DOI: 10.3758/S13421-013-0351-4 |
0.794 |
|
| 2014 |
Hertzog C, Fulton EK, Sinclair SM, Dunlosky J. Recalled aspects of original encoding strategies influence episodic feelings of knowing. Memory & Cognition. 42: 126-40. PMID 23835601 DOI: 10.3758/S13421-013-0348-Z |
0.821 |
|
| 2014 |
Dunlosky J, Tauber SK. Understanding people's metacognitive judgments: An isomechanism framework and its implications for applied and theoretical research The Sage Handbook of Applied Memory. 444-464. DOI: 10.4135/9781446294703.n25 |
0.748 |
|
| 2014 |
Mueller ML, Dunlosky J, Tauber SK, Rhodes MG. The font-size effect on judgments of learning: Does it exemplify fluency effects or reflect people's beliefs about memory? Journal of Memory and Language. 70: 1-12. DOI: 10.1016/J.Jml.2013.09.007 |
0.808 |
|
| 2013 |
Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest : a Journal of the American Psychological Society. 14: 4-58. PMID 26173288 DOI: 10.1177/1529100612453266 |
0.444 |
|
| 2013 |
Bottiroli S, Cavallini E, Dunlosky J, Vecchi T, Hertzog C. The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer. Journal of Experimental Psychology. Applied. 19: 205-18. PMID 23978160 DOI: 10.1037/A0034078 |
0.333 |
|
| 2013 |
Tauber SK, Dunlosky J, Rawson KA, Rhodes MG, Sitzman DM. General knowledge norms: updated and expanded from the Nelson and Narens (1980) norms. Behavior Research Methods. 45: 1115-43. PMID 23344739 DOI: 10.3758/S13428-012-0307-9 |
0.785 |
|
| 2013 |
Mueller ML, Tauber SK, Dunlosky J. Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning. Psychonomic Bulletin & Review. 20: 378-84. PMID 23188739 DOI: 10.3758/S13423-012-0343-6 |
0.828 |
|
| 2013 |
Lipowski SL, Merriman WE, Dunlosky J. Preschoolers can make highly accurate judgments of learning. Developmental Psychology. 49: 1505-16. PMID 23148937 DOI: 10.1037/A0030614 |
0.44 |
|
| 2013 |
Ariel R, Dunlosky J. When do learners shift from habitual to agenda-based processes when selecting items for study? Memory & Cognition. 41: 416-28. PMID 23135748 DOI: 10.3758/S13421-012-0267-4 |
0.738 |
|
| 2013 |
Rawson KA, Dunlosky J. Relearning attenuates the benefits and costs of spacing. Journal of Experimental Psychology. General. 142: 1113-29. PMID 23088488 DOI: 10.1037/A0030498 |
0.411 |
|
| 2013 |
Tauber SK, Dunlosky J, Rawson KA, Wahlheim CN, Jacoby LL. Self-regulated learning of a natural category: do people interleave or block exemplars during study? Psychonomic Bulletin & Review. 20: 356-63. PMID 23055143 DOI: 10.3758/S13423-012-0319-6 |
0.807 |
|
| 2013 |
Bjork RA, Dunlosky J, Kornell N. Self-regulated learning: beliefs, techniques, and illusions. Annual Review of Psychology. 64: 417-44. PMID 23020639 DOI: 10.1146/Annurev-Psych-113011-143823 |
0.449 |
|
| 2013 |
Hertzog C, Fulton EK, Mandviwala L, Dunlosky J. Older adults show deficits in retrieving and decoding associative mediators generated at study. Developmental Psychology. 49: 1127-31. PMID 22799582 DOI: 10.1037/A0029414 |
0.395 |
|
| 2013 |
Was CA, Rawson KA, Bailey H, Dunlosky J. Erratum to: Content-embedded tasks beat complex span for predicting comprehension Behavior Research Methods. 45: 898-898. DOI: 10.3758/S13428-013-0346-X |
0.498 |
|
| 2013 |
Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. What Works, What Doesn't Scientific American Mind. 24: 46-53. DOI: 10.1038/Scientificamericanmind0913-46 |
0.31 |
|
| 2013 |
Dunlosky J, Thiede KW. Four cornerstones of calibration research: Why understanding students' judgments can improve their achievement Learning and Instruction. 24: 58-61. DOI: 10.1016/J.Learninstruc.2012.05.002 |
0.36 |
|
| 2013 |
Rawson KA, Dunlosky J, Sciartelli SM. The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention Educational Psychology Review. 25: 523-548. DOI: 10.1007/S10648-013-9240-4 |
0.478 |
|
| 2012 |
Hartwig MK, Was CA, Isaacson RM, Dunlosky J. General knowledge monitoring as a predictor of in-class exam performance. The British Journal of Educational Psychology. 82: 456-68. PMID 22881049 DOI: 10.1111/J.2044-8279.2011.02038.X |
0.803 |
|
| 2012 |
Tauber SK, Dunlosky J. Can older adults accurately judge their learning of emotional information? Psychology and Aging. 27: 924-33. PMID 22663156 DOI: 10.1037/A0028447 |
0.79 |
|
| 2012 |
Was CA, Dunlosky J, Bailey H, Rawson KA. The unique contributions of the facilitation of procedural memory and working memory to individual differences in intelligence. Acta Psychologica. 139: 425-33. PMID 22321455 DOI: 10.1016/J.Actpsy.2011.12.016 |
0.554 |
|
| 2012 |
Hertzog C, Price J, Dunlosky J. Age differences in the effects of experimenter-instructed versus self-generated strategy use. Experimental Aging Research. 38: 42-62. PMID 22224949 DOI: 10.1080/0361073X.2012.637005 |
0.41 |
|
| 2012 |
Knouse LE, Anastopoulos AD, Dunlosky J. Isolating Metamemory Deficits in the Self-Regulated Learning of Adults With ADHD Journal of Attention Disorders. 16: 650-660. PMID 22094857 DOI: 10.1177/1087054711417231 |
0.388 |
|
| 2012 |
Hartwig MK, Dunlosky J. Study strategies of college students: are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review. 19: 126-34. PMID 22083626 DOI: 10.3758/S13423-011-0181-Y |
0.799 |
|
| 2012 |
Lipko AR, Dunlosky J, Lipowski SL, Merriman WE. Young Children are not Underconfident With Practice: The Benefit of Ignoring a Fallible Memory Heuristic Journal of Cognition and Development. 13: 174-188. DOI: 10.1080/15248372.2011.577760 |
0.432 |
|
| 2012 |
Dunlosky J, Rawson KA. Overconfidence produces underachievement: Inaccurate self evaluations undermine students' learning and retention Learning and Instruction. 22: 271-280. DOI: 10.1016/J.Learninstruc.2011.08.003 |
0.533 |
|
| 2012 |
Lipko-Speeda A, Dunlosky J, Rawson KA. Does testing with feedback help grade-school children learn key concepts in science? Journal of Applied Research in Memory and Cognition. 3: 171-176. DOI: 10.1016/J.Jarmac.2014.04.002 |
0.418 |
|
| 2012 |
Dunlosky J, Rawson KA. Despite their promise, there's still a lot to learn about techniques that support durable learning Journal of Applied Research in Memory and Cognition. 1: 254-256. DOI: 10.1016/J.Jarmac.2012.10.003 |
0.379 |
|
| 2012 |
Rawson KA, Dunlosky J. When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? Educational Psychology Review. 24: 419-435. DOI: 10.1007/S10648-012-9203-1 |
0.464 |
|
| 2011 |
Hertzog C, Dunlosky J. Metacognition in Later Adulthood: Spared Monitoring Can Benefit Older Adults' Self-regulation. Current Directions in Psychological Science. 20: 167-173. PMID 24478539 DOI: 10.1177/0963721411409026 |
0.45 |
|
| 2011 |
Rawson KA, O'Neil R, Dunlosky J. Accurate monitoring leads to effective control and greater learning of patient education materials. Journal of Experimental Psychology. Applied. 17: 288-302. PMID 21942317 DOI: 10.1037/A0024749 |
0.46 |
|
| 2011 |
Ariel R, Al-Harthy IS, Was CA, Dunlosky J. Habitual reading biases in the allocation of study time. Psychonomic Bulletin & Review. 18: 1015-21. PMID 21735331 DOI: 10.3758/S13423-011-0128-3 |
0.738 |
|
| 2011 |
Rawson KA, Dunlosky J. Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough? Journal of Experimental Psychology. General. 140: 283-302. PMID 21707204 DOI: 10.1037/A0023956 |
0.478 |
|
| 2011 |
Was CA, Rawson KA, Bailey H, Dunlosky J. Content-embedded tasks beat complex span for predicting comprehension. Behavior Research Methods. 43: 910-5. PMID 21637942 DOI: 10.3758/S13428-011-0112-X |
0.548 |
|
| 2011 |
Dunlosky J, Ariel R. The influence of agenda-based and habitual processes on item selection during study. Journal of Experimental Psychology. Learning, Memory, and Cognition. 37: 899-912. PMID 21480756 DOI: 10.1037/A0023064 |
0.745 |
|
| 2011 |
Wahlheim CN, Dunlosky J, Jacoby LL. Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging. Memory & Cognition. 39: 750-63. PMID 21264639 DOI: 10.3758/S13421-010-0063-Y |
0.422 |
|
| 2011 |
Ariel R, Dunlosky J. The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting. Memory & Cognition. 39: 171-84. PMID 21264621 DOI: 10.3758/S13421-010-0002-Y |
0.75 |
|
| 2011 |
Bailey H, Dunlosky J, Kane MJ. Contribution of strategy use to performance on complex and simple span tasks. Memory & Cognition. 39: 447-61. PMID 21264605 DOI: 10.3758/S13421-010-0034-3 |
0.576 |
|
| 2011 |
Dunlosky J, Hartwig MK, Rawson KA, Lipko AR. Improving college students' evaluation of text learning using idea-unit standards. Quarterly Journal of Experimental Psychology (2006). 64: 467-84. PMID 20700858 DOI: 10.1080/17470218.2010.502239 |
0.796 |
|
| 2011 |
Dunlosky J, Ariel R. Self-Regulated Learning and the Allocation of Study Time Psychology of Learning and Motivation - Advances in Research and Theory. 54: 103-140. DOI: 10.1016/B978-0-12-385527-5.00004-8 |
0.742 |
|
| 2010 |
Hertzog C, Dunlosky J, Sinclair SM. Episodic feeling-of-knowing resolution derives from the quality of original encoding. Memory & Cognition. 38: 771-84. PMID 20852240 DOI: 10.3758/Mc.38.6.771 |
0.809 |
|
| 2010 |
Serra MJ, Dunlosky J. Metacomprehension judgements reflect the belief that diagrams improve learning from text. Memory (Hove, England). 18: 698-711. PMID 20730677 DOI: 10.1080/09658211.2010.506441 |
0.742 |
|
| 2010 |
Hertzog C, Sinclair SM, Dunlosky J. Age differences in the monitoring of learning: cross-sectional evidence of spared resolution across the adult life span. Developmental Psychology. 46: 939-48. PMID 20604613 DOI: 10.1037/A0019812 |
0.814 |
|
| 2010 |
Bottiroli S, Dunlosky J, Guerini K, Cavallini E, Hertzog C. Does task affordance moderate age-related deficits in strategy production? Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 17: 591-602. PMID 20552461 DOI: 10.1080/13825585.2010.481356 |
0.411 |
|
| 2010 |
Pyc MA, Dunlosky J. Toward an understanding of students' allocation of study time: why do they decide to mass or space their practice? Memory & Cognition. 38: 431-40. PMID 20516223 DOI: 10.3758/Mc.38.4.431 |
0.398 |
|
| 2010 |
Bailey H, Dunlosky J, Hertzog C. Metacognitive training at home: does it improve older adults' learning? Gerontology. 56: 414-20. PMID 20016124 DOI: 10.1159/000266030 |
0.549 |
|
| 2010 |
Cavallini E, Dunlosky J, Bottiroli S, Hertzog C, Vecchi T. Promoting transfer in memory training for older adults. Aging Clinical and Experimental Research. 22: 314-23. PMID 19966535 DOI: 10.3275/6704 |
0.4 |
|
| 2010 |
Price J, Hertzog C, Dunlosky J. Self-regulated learning in younger and older adults: does aging affect metacognitive control? Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 17: 329-59. PMID 19866382 DOI: 10.1080/13825580903287941 |
0.43 |
|
| 2009 |
Baker J, Dunlosky J, Hertzog C. How Accurately Can Older Adults Evaluate the Quality of Their Text Recall? The Effect of Providing Standards on Judgment Accuracy. Applied Cognitive Psychology. 24: 134. PMID 20126418 DOI: 10.1002/Acp.1553 |
0.41 |
|
| 2009 |
Lipko AR, Dunlosky J, Hartwig MK, Rawson KA, Swan K, Cook D. Using standards to improve middle school students' accuracy at evaluating the quality of their recall. Journal of Experimental Psychology. Applied. 15: 307-18. PMID 20025417 DOI: 10.1037/A0017599 |
0.795 |
|
| 2009 |
Ariel R, Dunlosky J, Bailey H. Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. Journal of Experimental Psychology. General. 138: 432-47. PMID 19653800 DOI: 10.1037/A0015928 |
0.77 |
|
| 2009 |
Bailey H, Dunlosky J, Hertzog C. Does differential strategy use account for age-related deficits in working-memory performance? Psychology and Aging. 24: 82-92. PMID 19290740 DOI: 10.1037/A0014078 |
0.578 |
|
| 2009 |
Lipko AR, Dunlosky J, Merriman WE. Persistent overconfidence despite practice: the role of task experience in preschoolers' recall predictions. Journal of Experimental Child Psychology. 103: 152-66. PMID 19058813 DOI: 10.1016/J.Jecp.2008.10.002 |
0.354 |
|
| 2009 |
Hertzog C, Price J, Burpee A, Frentzel WJ, Feldstein S, Dunlosky J. Why do people show minimal knowledge updating with task experience: inferential deficit or experimental artifact? Quarterly Journal of Experimental Psychology (2006). 62: 155-73. PMID 18609379 DOI: 10.1080/17470210701855520 |
0.493 |
|
| 2008 |
Hertzog C, Price J, Dunlosky J. How Is Knowledge Generated About Memory Encoding Strategy Effectiveness? Learning and Individual Differences. 18: 430-445. PMID 19043596 DOI: 10.1016/J.Lindif.2007.12.002 |
0.485 |
|
| 2008 |
Bailey H, Dunlosky J, Kane MJ. Why does working memory span predict complex cognition? Testing the strategy affordance hypothesis. Memory & Cognition. 36: 1383-90. PMID 19015498 DOI: 10.3758/Mc.36.8.1383 |
0.564 |
|
| 2008 |
Serra MJ, Dunlosky J, Hertzog C. Do older adults show less confidence in their monitoring of learning? Experimental Aging Research. 34: 379-91. PMID 18726751 DOI: 10.1080/03610730802271898 |
0.715 |
|
| 2008 |
Price J, Hertzog C, Dunlosky J. Age-related differences in strategy knowledge updating: blocked testing produces greater improvements in metacognitive accuracy for younger than older adults. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 15: 601-26. PMID 18608048 DOI: 10.1080/13825580801956225 |
0.437 |
|
| 2008 |
Johnson MK, Verfaellie M, Dunlosky J. Introduction to the special section on integrative approaches to source memory. Journal of Experimental Psychology. Learning, Memory, and Cognition. 34: 727-9. PMID 18605863 DOI: 10.1037/0278-7393.34.4.727 |
0.342 |
|
| 2008 |
Dunlosky J, Serra MJ, Baker JMC. Metamemory Handbook of Applied Cognition, Second Edition. 137-161. DOI: 10.1002/9780470713181.ch6 |
0.635 |
|
| 2007 |
Dunlosky J, Kane MJ. The contributions of strategy use to working memory span: a comparison of strategy assessment methods. Quarterly Journal of Experimental Psychology (2006). 60: 1227-45. PMID 17676555 DOI: 10.1080/17470210600926075 |
0.417 |
|
| 2007 |
Dunlosky J, Cavallini E, Roth H, McGuire CL, Vecchi T, Hertzog C. Do self-monitoring interventions improve older adult learning? The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences. 62: 70-6. PMID 17565167 DOI: 10.1093/Geronb/62.Special_Issue_1.70 |
0.396 |
|
| 2007 |
Dunlosky J, Lipko AR. Metacomprehension: A brief history and how to improve its accuracy Current Directions in Psychological Science. 16: 228-232. DOI: 10.1111/J.1467-8721.2007.00509.X |
0.429 |
|
| 2007 |
Rawson KA, Dunlosky J. Improving students' self-evaluation of learning for key concepts in textbook materials European Journal of Cognitive Psychology. 19: 559-579. DOI: 10.1080/09541440701326022 |
0.45 |
|
| 2006 |
Emanuel Robinson A, Hertzog C, Dunlosky J. Aging, encoding fluency, and metacognitive monitoring. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition. 13: 458-78. PMID 16887783 DOI: 10.1080/13825580600572983 |
0.41 |
|
| 2006 |
Dunlosky J, Baker JM, Rawson KA, Hertzog C. Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning. Psychology and Aging. 21: 390-400. PMID 16768583 DOI: 10.1037/0882-7974.21.2.390 |
0.475 |
|
| 2006 |
Baker JM, Dunlosky J. Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects. Psychonomic Bulletin & Review. 13: 60-5. PMID 16724769 DOI: 10.3758/Bf03193813 |
0.376 |
|
| 2006 |
Matvey G, Dunlosky J, Schwartz BL. The effects of categorical relatedness on judgements of learning (JOLs). Memory (Hove, England). 14: 253-61. PMID 16484114 DOI: 10.1080/09658210500216844 |
0.443 |
|
| 2006 |
Van Overschelde JP, Rawson KA, Dunlosky J. Addendum to “Category norms: An updated and expanded version of the Battig and Montague (1969) norms” [Journal of Memory and Language 50 (2004) 289–335] Journal of Memory and Language. 54: 633. DOI: 10.1016/J.Jml.2005.11.006 |
0.325 |
|
| 2005 |
Thiede KW, Dunlosky J, Griffin TD, Wiley J. Understanding the delayed-keyword effect on metacomprehension accuracy. Journal of Experimental Psychology. Learning, Memory, and Cognition. 31: 1267-80. PMID 16393046 DOI: 10.1037/0278-7393.31.6.1267 |
0.337 |
|
| 2005 |
Serra MJ, Dunlosky J. Does retrieval fluency contribute to the underconfidence-with-practice effect? Journal of Experimental Psychology. Learning, Memory, and Cognition. 31: 1258-66. PMID 16393045 DOI: 10.1037/0278-7393.31.6.1258 |
0.717 |
|
| 2005 |
Van Overschelde JP, Rawson KA, Dunlosky J, Hunt RR. Distinctive processing underlies skilled memory. Psychological Science. 16: 358-61. PMID 15869693 DOI: 10.1111/J.0956-7976.2005.01540.X |
0.407 |
|
| 2005 |
Dunlosky J, Hertzog C, Powell-Moman A. The contribution of mediator-based deficiencies to age differences in associative learning. Developmental Psychology. 41: 389-400. PMID 15769194 DOI: 10.1037/0012-1649.41.2.389 |
0.44 |
|
| 2005 |
Dunlosky J, Serra MJ, Matvey G, Rawson KA. Second-order judgments about judgments of learning Journal of General Psychology. 132: 335-346. DOI: 10.3200/Genp.132.4.335-346 |
0.74 |
|
| 2005 |
Dunlosky J, Rawson KA. Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect Discourse Processes. 40: 37-55. DOI: 10.1207/S15326950Dp4001_2 |
0.384 |
|
| 2005 |
Dunlosky J, Rawson KA, Middleton EL. What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses Journal of Memory and Language. 52: 551-565. DOI: 10.1016/J.Jml.2005.01.011 |
0.46 |
|
| 2004 |
Dunlosky J, Thiede KW. Causes and constraints of the shift-to-easier-materials effect in the control of study. Memory & Cognition. 32: 779-88. PMID 15552355 DOI: 10.3758/Bf03195868 |
0.418 |
|
| 2004 |
Nelson TO, Narens L, Dunlosky J. A revised methodology for research on metamemory: Pre-judgment Recall and Monitoring (PRAM). Psychological Methods. 9: 53-69. PMID 15053719 DOI: 10.1037/1082-989X.9.1.53 |
0.648 |
|
| 2004 |
Hertzog C, Dunlosky J. Aging, Metacognition, and Cognitive Control Psychology of Learning and Motivation - Advances in Research and Theory. 45: 215-251. DOI: 10.1016/S0079-7421(03)45006-8 |
0.396 |
|
| 2003 |
Dunlosky J, Kubat-Silman AK, Hertzog C. Effects of aging on the magnitude and accuracy of quality-of-encoding judgments. The American Journal of Psychology. 116: 431-54. PMID 14503394 DOI: 10.2307/1423502 |
0.442 |
|
| 2003 |
Dunlosky J, Kubat-Silman AK, Hertzog C. Training monitoring skills improves older adults' self-paced associative learning. Psychology and Aging. 18: 340-5. PMID 12825781 DOI: 10.1037/0882-7974.18.2.340 |
0.381 |
|
| 2003 |
Hertzog C, Dunlosky J, Robinson AE, Kidder DP. Encoding fluency is a cue used for judgments about learning. Journal of Experimental Psychology. Learning, Memory, and Cognition. 29: 22-34. PMID 12549580 DOI: 10.1037//0278-7393.29.1.22 |
0.495 |
|
| 2003 |
Hacker DJ, Dunlosky J. Not All Metacognition Is Created Equal New Directions For Teaching and Learning. 2003: 73-79. DOI: 10.1002/Tl.116 |
0.302 |
|
| 2002 |
Matvey G, Dunlosky J, Shaw RJ, Parks C, Hertzog C. Age-related equivalence and deficit in knowledge updating of cue effectiveness. Psychology and Aging. 17: 589-97. PMID 12507356 DOI: 10.1037/0882-7974.17.4.589 |
0.446 |
|
| 2002 |
Hertzog C, Dunlosky J, Powell-Moman A, Kidder DP. Aging and monitoring associative learning: is monitoring accuracy spared or impaired? Psychology and Aging. 17: 209-25. PMID 12061407 DOI: 10.1037/0882-7974.17.2.209 |
0.477 |
|
| 2002 |
Rawson KA, Dunlosky J, McDonald SL. Influences of metamemory on performance predictions for text. The Quarterly Journal of Experimental Psychology. a, Human Experimental Psychology. 55: 505-24. PMID 12047056 DOI: 10.1080/02724980143000352 |
0.352 |
|
| 2002 |
Rawson KA, Dunlosky J. Are performance predictions for text based on ease of processing? Journal of Experimental Psychology. Learning, Memory, and Cognition. 28: 69-80. PMID 11827088 DOI: 10.1037/0278-7393.28.1.69 |
0.393 |
|
| 2001 |
Dunlosky J, Matvey G. Empirical analysis of the intrinsic-extrinsic distinction of judgments of learning (JOLs): effects of relatedness and serial position on JOLs. Journal of Experimental Psychology. Learning, Memory, and Cognition. 27: 1180-91. PMID 11550746 DOI: 10.1037/0278-7393.27.5.1180 |
0.477 |
|
| 2001 |
Dunlosky J, Hertzog C. Measuring strategy production during associative learning: the relative utility of concurrent versus retrospective reports. Memory & Cognition. 29: 247-53. PMID 11352207 DOI: 10.3758/Bf03194918 |
0.365 |
|
| 2001 |
Matvey G, Dunlosky J, Guttentag R. Fluency of retrieval at study affects judgments of learning (JOLs): an analytic or nonanalytic basis for JOLs? Memory & Cognition. 29: 222-33. PMID 11352205 DOI: 10.3758/Bf03194916 |
0.482 |
|
| 2000 |
Rawson KA, Dunlosky J, Thiede KW. The rereading effect: metacomprehension accuracy improves across reading trials. Memory & Cognition. 28: 1004-10. PMID 11105526 DOI: 10.3758/Bf03209348 |
0.434 |
|
| 2000 |
Dunlosky J, Hertzog C. Updating knowledge about encoding strategies: a componential analysis of learning about strategy effectiveness from task experience. Psychology and Aging. 15: 462-74. PMID 11014709 DOI: 10.1037/0882-7974.15.3.462 |
0.491 |
|
| 2000 |
Dunlosky J, Hunt RR, Clark E. Is perceptual salience needed in explanations of the isolation effect? Journal of Experimental Psychology. Learning, Memory, and Cognition. 26: 649-57. PMID 10855423 DOI: 10.1037/0278-7393.26.3.649 |
0.332 |
|
| 1999 |
Barnes AE, Nelson TO, Dunlosky J, Mazzoni G, Narens L. An integrative system of metamemory components involved in retrieval Attention and Performance. 17: 285-313. |
0.508 |
|
| 1998 |
Dunlosky J, Hertzog C. Aging and deficits in associative memory: what is the role of strategy production? Psychology and Aging. 13: 597-607. PMID 9883460 DOI: 10.1037//0882-7974.13.4.597 |
0.391 |
|
| 1998 |
Dunlosky J, Thiede KW. What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica. 98: 37-56. PMID 9581124 DOI: 10.1016/S0001-6918(97)00051-6 |
0.467 |
|
| 1998 |
Dunlosky J, Domoto PK, Wang ML, Ishikawa T, Roberson I, Nelson TO, Ramsay DS. Inhalation of 30% nitrous oxide impairs people's learning without impairing people's judgments of what will be remembered. Experimental and Clinical Psychopharmacology. 6: 77-86. PMID 9526148 DOI: 10.1037//1064-1297.6.1.77 |
0.66 |
|
| 1997 |
Dunlosky J, Connor LT. Age differences in the allocation of study time account for age differences in memory performance. Memory & Cognition. 25: 691-700. PMID 9337587 DOI: 10.3758/Bf03211311 |
0.426 |
|
| 1997 |
Dunlosky J, Hertzog C. Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning. The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences. 52: P178-86. PMID 9224442 DOI: 10.1093/Geronb/52B.4.P178 |
0.461 |
|
| 1997 |
Connor LT, Dunlosky J, Hertzog C. Age-related differences in absolute but not relative metamemory accuracy. Psychology and Aging. 12: 50-71. PMID 9100268 DOI: 10.1037//0882-7974.12.1.50 |
0.498 |
|
| 1997 |
Dunlosky J, Nelson TO. Similarity between the cue for Judgments of Learning (JOL) and the cue for test is not the primary determinant of JOL accuracy Journal of Memory and Language. 36: 34-49. DOI: 10.1006/Jmla.1996.2476 |
0.677 |
|
| 1996 |
Dunlosky J, Salthouse TA. A decomposition of age-related differences in multitrial free recall Aging, Neuropsychology, and Cognition. 3: 2-14. DOI: 10.1080/13825589608256608 |
0.397 |
|
| 1994 |
Nelson TO, Dunlosky J. Norms of paired-associate recall during multitrial learning of Swahili-English translation equivalents. Memory (Hove, England). 2: 325-35. PMID 7584298 DOI: 10.1080/09658219408258951 |
0.635 |
|
| 1994 |
Nelson TO, Dunlosky J, Graf A, Narens L. Utilization of metacognitive judgments in the allocation of study during multitrial learning Psychological Science. 5: 207-213. DOI: 10.1111/J.1467-9280.1994.Tb00502.X |
0.66 |
|
| 1994 |
Thiede KW, Dunlosky J. Delaying Students' Metacognitive Monitoring Improves Their Accuracy in Predicting Their Recognition Performance Journal of Educational Psychology. 86: 290-302. DOI: 10.1037/0022-0663.86.2.290 |
0.471 |
|
| 1994 |
Plumb C, Butterfield EC, Hacker DJ, Dunlosky J. Error correction in text - Testing the processing-deficit and knowledge-deficit hypotheses Reading and Writing. 6: 347-360. DOI: 10.1007/Bf01028848 |
0.302 |
|
| 1994 |
Dunlosky J, Nelson TO. Does the Sensitivity of Judgments of Learning (JOLs) to the Effects of Various Study Activities Depend on When the JOLs Occur? Journal of Memory and Language. 33: 545-565. DOI: 10.1006/Jmla.1994.1026 |
0.687 |
|
| 1993 |
Bahrick HP, Hall LK, Dunlosky J. Reconstructive processing of memory content for high versus low test scores and grades Applied Cognitive Psychology. 7: 1-10. DOI: 10.1002/Acp.2350070102 |
0.391 |
|
| 1992 |
Dunlosky J, Nelson TO. Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition. 20: 374-80. PMID 1495399 DOI: 10.3758/Bf03210921 |
0.656 |
|
| 1992 |
Nelson TO, Dunlosky J. How Shall We Explain the Delayed-Judgment-Of-Learning Effect? Psychological Science. 3: 317-319. DOI: 10.1111/J.1467-9280.1992.Tb00681.X |
0.68 |
|
| 1991 |
Nelson TO, Dunlosky J. When People's Judgments of Learning (JOLs) are Extremely Accurate at Predicting Subsequent Recall: The “Delayed-JOL Effect” Psychological Science. 2: 267-271. DOI: 10.1111/J.1467-9280.1991.Tb00147.X |
0.685 |
|
| 1990 |
Nelson TO, Dunlosky J, White DM, Steinberg J, Townes BD, Anderson D. Cognition and metacognition at extreme altitudes on Mount Everest. Journal of Experimental Psychology. General. 119: 367-74. PMID 2148573 DOI: 10.1037//0096-3445.119.4.367 |
0.619 |
|
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