Nate Kornell, Ph.D. - Publications

Columbia University, New York, NY 

55 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
2019 Vaughn KE, Kornell N. How to activate students' natural desire to test themselves. Cognitive Research: Principles and Implications. 4: 35. PMID 31549261 DOI: 10.1186/S41235-019-0187-Y  0.809
2019 Smalarz L, Kornell N, Vaughn KE, Palmer MA. Identification Performance from Multiple Lineups: Should Eyewitnesses Who Pick Fillers Be Burned? Journal of Applied Research in Memory and Cognition. 8: 221-232. DOI: 10.1016/J.Jarmac.2019.03.001  0.333
2018 Kornell N, Vaughn KE. In inductive category learning, people simultaneously block and space their studying using a strategy of being thorough and fair. Archives of Scientific Psychology. 6: 138-147. DOI: 10.1037/Arc0000042  0.504
2017 Ferrigno S, Kornell N, Cantlon JF. A metacognitive illusion in monkeys. Proceedings. Biological Sciences. 284. PMID 28878068 DOI: 10.1098/Rspb.2017.1541  0.438
2017 Kornell N, Hausman H. Performance bias: Why judgments of learning are not affected by learning. Memory & Cognition. PMID 28741254 DOI: 10.3758/S13421-017-0740-1  0.825
2016 Sitzman DM, Rhodes MG, Kornell N. The influence of feedback on predictions of future memory performance. Memory & Cognition. PMID 27245926 DOI: 10.3758/S13421-016-0623-X  0.468
2016 Kornell N, Hausman H. Do the Best Teachers Get the Best Ratings? Frontiers in Psychology. 7: 570. PMID 27199807 DOI: 10.3389/Fpsyg.2016.00570  0.805
2016 Vaughn KE, Hausman H, Kornell N. Retrieval attempts enhance learning regardless of time spent trying to retrieve. Memory (Hove, England). 1-20. PMID 27078516 DOI: 10.1080/09658211.2016.1170152  0.794
2016 Kornell N, Vaughn KE. Chapter Five – How Retrieval Attempts Affect Learning: A Review and Synthesis Psychology of Learning and Motivation. 65: 183-215. DOI: 10.1016/Bs.Plm.2016.03.003  0.546
2015 Kornell N, Klein PJ, Rawson KA. Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter. Journal of Experimental Psychology. Learning, Memory, and Cognition. 41: 283-94. PMID 25329079 DOI: 10.1037/A0037850  0.534
2014 Nestojko JF, Bui DC, Kornell N, Bjork EL. Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory & Cognition. 42: 1038-48. PMID 24845756 DOI: 10.3758/S13421-014-0416-Z  0.82
2014 Kornell N. Where is the "meta" in animal metacognition? Journal of Comparative Psychology (Washington, D.C. : 1983). 128: 143-9. PMID 23875919 DOI: 10.1037/A0033444  0.386
2014 Kornell N. Attempting to answer a meaningful question enhances subsequent learning even when feedback is delayed. Journal of Experimental Psychology. Learning, Memory, and Cognition. 40: 106-14. PMID 23855547 DOI: 10.1037/A0033699  0.616
2014 Morgan G, Kornell N, Kornblum T, Terrace HS. Retrospective and prospective metacognitive judgments in rhesus macaques (Macaca mulatta). Animal Cognition. 17: 249-57. PMID 23812677 DOI: 10.1007/S10071-013-0657-4  0.722
2014 Kornell N, Flanagan KE. Is focusing on unknown items while studying a beneficial long-term strategy? Journal of Cognitive Psychology. 26: 928-942. DOI: 10.1080/20445911.2014.967771  0.477
2014 Kornell N. Where to draw the line on metacognition: A taxonomy of metacognitive cues. Journal of Comparative Psychology. 128: 160-162. DOI: 10.1037/A0036194  0.31
2014 Hausman H, Kornell N. Mixing topics while studying does not enhance learning Journal of Applied Research in Memory and Cognition. 3: 153-160. DOI: 10.1016/J.Jarmac.2014.03.003  0.526
2014 Kornell N. If it is stored in my memory I will surely retrieve it: anatomy of a metacognitive belief Metacognition and Learning. 10: 279-292. DOI: 10.1007/S11409-014-9125-Z  0.382
2014 Yue CL, Storm BC, Kornell N, Bjork EL. Highlighting and Its Relation to Distributed Study and Students’ Metacognitive Beliefs Educational Psychology Review. 27: 69-78. DOI: 10.1007/S10648-014-9277-Z  0.704
2013 Carpenter SK, Wilford MM, Kornell N, Mullaney KM. Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning. Psychonomic Bulletin & Review. 20: 1350-6. PMID 23645413 DOI: 10.3758/S13423-013-0442-Z  0.559
2013 Kornell N, Rhodes MG. Feedback reduces the metacognitive benefit of tests. Journal of Experimental Psychology. Applied. 19: 1-13. PMID 23544472 DOI: 10.1037/A0032147  0.553
2013 Birnbaum MS, Kornell N, Bjork EL, Bjork RA. Why interleaving enhances inductive learning: the roles of discrimination and retrieval. Memory & Cognition. 41: 392-402. PMID 23138567 DOI: 10.3758/S13421-012-0272-7  0.784
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  0.725
2013 Hays MJ, Kornell N, Bjork RA. When and why a failed test potentiates the effectiveness of subsequent study. Journal of Experimental Psychology. Learning, Memory, and Cognition. 39: 290-6. PMID 22582968 DOI: 10.1037/A0028468  0.82
2013 Todorov I, Kornell N, Larsson Sundqvist M, Jönsson FU. Phrasing questions in terms of current (not future) knowledge increases preferences for cue-only judgments of learning. Archives of Scientific Psychology. 1: 7-13. DOI: 10.1037/Arc0000002  0.545
2012 Kornell N, Rabelo VC, Klein PJ. Tests enhance learning-Compared to what? Journal of Applied Research in Memory and Cognition. 1: 257-259. DOI: 10.1016/J.Jarmac.2012.10.002  0.536
2011 Kornell N, Rhodes MG, Castel AD, Tauber SK. The ease-of-processing heuristic and the stability bias: dissociating memory, memory beliefs, and memory judgments. Psychological Science. 22: 787-94. PMID 21551341 DOI: 10.1177/0956797611407929  0.36
2011 Finley JR, Benjamin AS, Hays MJ, Bjork RA, Kornell N. Benefits of Accumulating Versus Diminishing Cues in Recall. Journal of Memory and Language. 64: 289-298. PMID 21499516 DOI: 10.1016/J.Jml.2011.01.006  0.782
2011 Kornell N, Bjork RA, Garcia MA. Why tests appear to prevent forgetting: A distribution-based bifurcation model Journal of Memory and Language. 65: 85-97. DOI: 10.1016/J.Jml.2011.04.002  0.649
2010 Hays MJ, Kornell N, Bjork RA. The costs and benefits of providing feedback during learning. Psychonomic Bulletin & Review. 17: 797-801. PMID 21169571 DOI: 10.3758/Pbr.17.6.797  0.822
2010 Kornell N, Castel AD, Eich TS, Bjork RA. Spacing as the friend of both memory and induction in young and older adults. Psychology and Aging. 25: 498-503. PMID 20545435 DOI: 10.1037/A0017807  0.739
2010 Son LK, Kornell N. The virtues of ignorance. Behavioural Processes. 83: 207-12. PMID 20006687 DOI: 10.1016/J.Beproc.2009.12.005  0.744
2009 Metcalfe J, Kornell N, Finn B. Delayed versus immediate feedback in children's and adults' vocabulary learning. Memory & Cognition. 37: 1077-87. PMID 19933453 DOI: 10.3758/Mc.37.8.1077  0.738
2009 Kornell N, Bjork RA. A stability bias in human memory: overestimating remembering and underestimating learning. Journal of Experimental Psychology. General. 138: 449-68. PMID 19883130 DOI: 10.1037/A0017350  0.733
2009 Richland LE, Kornell N, Kao LS. The pretesting effect: do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology. Applied. 15: 243-57. PMID 19751074 DOI: 10.1037/A0016496  0.551
2009 Kornell N, Hays MJ, Bjork RA. Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology. Learning, Memory, and Cognition. 35: 989-98. PMID 19586265 DOI: 10.1037/A0015729  0.839
2009 Kornell N, Son LK. Learners' choices and beliefs about self-testing. Memory (Hove, England). 17: 493-501. PMID 19468957 DOI: 10.1080/09658210902832915  0.766
2009 Kornell N. Metacognition in Humans and Animals Current Directions in Psychological Science. 18: 11-15. DOI: 10.1111/J.1467-8721.2009.01597.X  0.37
2009 Kornell N, Schwartz BL, Son LK. What monkeys can tell us about metacognition and mindreading Behavioral and Brain Sciences. 32: 150-151. DOI: 10.1017/S0140525X09000685  0.746
2009 Son LK, Kornell N. Simultaneous decisions at study: time allocation, ordering, and spacing Metacognition and Learning. 4: 237-248. DOI: 10.1007/S11409-009-9049-1  0.738
2009 Kornell N. Optimising learning using flashcards: Spacing is more effective than cramming Applied Cognitive Psychology. 23: 1297-1317. DOI: 10.1002/Acp.1537  0.452
2008 Vlach HA, Sandhofer CM, Kornell N. The spacing effect in children's memory and category induction. Cognition. 109: 163-7. PMID 18835602 DOI: 10.1016/J.Cognition.2008.07.013  0.413
2008 Kornell N, Bjork RA. Learning concepts and categories: is spacing the "enemy of induction"? Psychological Science. 19: 585-92. PMID 18578849 DOI: 10.1111/J.1467-9280.2008.02127.X  0.712
2008 Kornell N, Bjork RA. Optimising self-regulated study: the benefits - and costs - of dropping flashcards. Memory (Hove, England). 16: 125-36. PMID 18286417 DOI: 10.1080/09658210701763899  0.661
2007 Metcalfe J, Kornell N, Son LK. A cognitive-science based programme to enhance study efficacy in a high and low risk setting. The European Journal of Cognitive Psychology. 19: 743-768. PMID 19148303 DOI: 10.1080/09541440701326063  0.765
2007 Metcalfe J, Kornell N. Principles of cognitive science in education: the effects of generation, errors, and feedback. Psychonomic Bulletin & Review. 14: 225-9. PMID 17694905 DOI: 10.3758/Bf03194056  0.566
2007 Kornell N, Bjork RA. The promise and perils of self-regulated study. Psychonomic Bulletin & Review. 14: 219-24. PMID 17694904 DOI: 10.3758/Bf03194055  0.657
2007 Kornell N, Terrace HS. The generation effect in monkeys. Psychological Science. 18: 682-5. PMID 17680937 DOI: 10.1111/J.1467-9280.2007.01959.X  0.683
2007 Kornell N, Son LK, Terrace HS. Transfer of metacognitive skills and hint seeking in monkeys. Psychological Science. 18: 64-71. PMID 17362380 DOI: 10.1111/J.1467-9280.2007.01850.X  0.794
2006 Kornell N, Metcalfe J. Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology. Learning, Memory, and Cognition. 32: 609-22. PMID 16719670 DOI: 10.1037/0278-7393.32.3.609  0.681
2006 Kornell N, Metcalfe J. "blockers" do not block recall during tip-of-the-tongue states Metacognition and Learning. 1: 248-261. DOI: 10.1007/S11409-007-9003-Z  0.558
2005 Metcalfe J, Kornell N. A Region of Proximal Learning model of study time allocation Journal of Memory and Language. 52: 463-477. DOI: 10.1016/J.Jml.2004.12.001  0.654
2003 Son LK, Schwartz BL, Kornell N. Implicit metacognition, explicit uncertainty, and the monitoring/control distinction in animal metacognition. The Behavioral and Brain Sciences. 26: 355-356. PMID 18241463 DOI: 10.1017/S0140525X03400083  0.743
2003 Metcalfe J, Kornell N. The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology. General. 132: 530-42. PMID 14640846 DOI: 10.1037/0096-3445.132.4.530  0.665
2001 Neuringer A, Kornell N, Olufs M. Stability and variability in extinction. Journal of Experimental Psychology. Animal Behavior Processes. 27: 79-94. PMID 11199517 DOI: 10.1037/0097-7403.27.1.79  0.63
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