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Memory & Cognition|July 19, 2018
Predicting others' knowledge: Knowledge estimation as cue utilizationJonathan G TullisJournal of Experimental Psychology. Learning, Memory, and Cognition|July 9, 2019
Theories of intelligence influence self-regulated study choices and learningYaoping Peng, Jonathan G TullisMemory & Cognition|January 8, 2021
Personal reminders: Self-generated reminders boost memory more than normatively related onesDi Zhang, Jonathan G TullisJournal of Experimental Psychology. Applied|September 2, 2025
Retrieval practice versus generating mnemonics: Implications for study strategy use in chemistryJonathan G Tullis, Di ZhangPsychonomic Bulletin & Review|June 16, 2021
Dividing attention impairs metacognitive control more than monitoringYaoping Peng, Jonathan G TullisMemory & Cognition|December 27, 2022
The "curse of knowledge" when predicting others' knowledgeJonathan G Tullis, Brennen FederJournal of Experimental Psychology. Applied|May 3, 2021
Generating mnemonics boosts recall of chemistry informationJonathan G Tullis, Jiahui QiuCognitive Research: Principles and Implications|April 11, 2020
Why does peer instruction benefit student learning?Jonathan G Tullis, Robert L GoldstoneMemory & Cognition|November 3, 2021
Selecting effectively contributes to the mnemonic benefits of self-generated cuesJonathan G Tullis, Scott H FraundorfMemory & 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 TullisPageof 10