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Memory & Cognition|March 12, 2015
When will bigger be (recalled) better? The influence of category size on JOLs depends on test formatKathleen L Hourihan, Jonathan G TullisMemory & Cognition|March 18, 2015
Cue generation: How learners flexibly support future retrievalJonathan G Tullis, Aaron S BenjaminCognitive Research: Principles and Implications|February 10, 2017
Comparison versus remindingJonathan G Tullis, Robert L GoldstoneMemory (Hove, England)|September 21, 2021
What characteristics make self-generated memory cues effective over time?Jonathan G Tullis, Jason R FinleyPsychonomic Bulletin & Review|May 16, 2012
Consequences of restudy choices in younger and older learnersJonathan G Tullis, Aaron S BenjaminJournal of Memory and Language|April 26, 2011
On the effectiveness of self-paced learningJonathan G Tullis, Aaron S BenjaminMemory & Cognition|April 9, 2014
Self-pacing study of faces of different races: metacognitive control over study does not eliminate the cross-race recognition effectJonathan G Tullis, Aaron S Benjamin, Xiping LiuMemory & Cognition|December 18, 2012
Metacognition of the testing effect: guiding learners to predict the benefits of retrievalJonathan G Tullis, Jason R Finley, Aaron S BenjaminJournal of Experimental Psychology. Learning, Memory, and Cognition|November 3, 2017
The efficacy of learners' testing choicesJonathan G Tullis, Joshua L Fiechter, Aaron S BenjaminPageof 376