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Memory (Hove, England)|January 28, 2015
Instructor and student knowledge of study strategiesKayla Morehead, Matthew G Rhodes, Sarah DeLozierActa Psychologica|December 16, 2014
The impact of value-directed remembering on the own-race biasSarah DeLozier, Matthew G RhodesMemory & Cognition|July 15, 2017
Do people use category-learning judgments to regulate their learning of natural categories?Kayla Morehead, John Dunlosky, Nathaniel L FosterMemory (Hove, England)|July 24, 2014
How do students improve their value-based learning with task experience?Sarah DeLozier, John DunloskyPsychology and Aging|September 24, 2004
Age-related differences in performance on the Wisconsin card sorting test: a meta-analytic reviewMatthew G RhodesJournal of Racial and Ethnic Health Disparities|January 31, 2022
Understanding Breastfeeding Barriers at an Urban Pediatric PracticeLydia Furman, Julia Feinstein, Sarah DelozierJournal of Experimental Psychology. Applied|April 3, 2013
Feedback reduces the metacognitive benefit of testsNate Kornell, Matthew G RhodesMemory (Hove, England)|March 25, 2018
Retrieval activates related words more than presentationHannah Hausman, Matthew G RhodesJournal of Experimental Psychology. Applied|May 4, 2018
When pretesting fails to enhance learning concepts from reading textsHannah Hausman, Matthew G RhodesMemory (Hove, England)|October 6, 2017
Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesisKayla Morehead, John Dunlosky, Katherine A Rawson, et al.Pageof 8