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Memory (Hove, England)|September 12, 2022
What constrains people's ability to learn about the testing effect through task experience?Michelle L Rivers, John Dunlosky, Mason McLeodJournal of Experimental Psychology. Learning, Memory, and Cognition|September 17, 2020
Are test-expectancy effects better explained by changes in encoding strategies or differential test experience?Michelle L Rivers, John DunloskyPsychonomic Bulletin & Review|April 4, 2018
The influence of making judgments of learning on memory performance: Positive, negative, or both?Jessica L Janes, Michelle L Rivers, John DunloskyAmerican Journal of Pharmaceutical Education|June 25, 2020
Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential SettingsMichelle L Rivers, John Dunlosky, Adam M PerskyMemory (Hove, England)|October 12, 2021
Investigating memory reactivity with a within-participant manipulation of judgments of learning: support for the cue-strengthening hypothesisMichelle L Rivers, Jessica L Janes, John DunloskyMemory & Cognition|May 12, 2023
Judgments of learning enhance recall for category-cued but not letter-cued itemsMichelle L Rivers, John Dunlosky, Jessica L Janes, et al.Journal of Intelligence|August 25, 2023
Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory PerformanceMichelle L Rivers, Jessica L Janes, John Dunlosky, et al.Journal of Intelligence|July 28, 2023
Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing EffectMichelle L RiversJournal of Experimental Psychology. Learning, Memory, and Cognition|April 13, 2011
The influence of agenda-based and habitual processes on item selection during studyJohn Dunlosky, Robert ArielMemory & Cognition|January 26, 2011
The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgettingRobert Ariel, John DunloskyPageof 12