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Behavioral Sciences (Basel, Switzerland)|November 27, 2024
Metacognition About Collaborative Learning: Students' Beliefs Are Inconsistent with Their Learning PreferencesYunfeng Wei, Nicholas C Soderstrom, Michelle L Meade, et al.Memory (Hove, England)|October 20, 2025
Collaborative review enhances note-taking, especially after a longer delay, but does not boost test performanceYunfeng Wei, Michelle L Meade, Nicholas C SoderstromPsychonomic Bulletin & Review|December 15, 2025
Making judgments of learning (JOLs) for oneself versus others: A review and proposed modelYunfeng Wei, Nicholas C Soderstrom, Michelle L MeadeMemory & Cognition|July 26, 2024
Examining the time course of post collaborative benefits across word lists and prose passagesYunfeng Wei, Brooke Z Charbonneau, Michelle L Meade, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|May 18, 2011
The interplay between value and relatedness as bases for metacognitive monitoring and control: evidence for agenda-based monitoringNicholas C Soderstrom, David P McCabeJournal of Experimental Psychology. General|June 29, 2011
Recollection-based prospective metamemory judgments are more accurate than those based on confidence: judgments of remembering and knowing (JORKS)David P McCabe, Nicholas C SoderstromPerspectives on Psychological Science : a Journal of the Association for Psychological Science|April 25, 2015
Learning versus performance: an integrative reviewNicholas C Soderstrom, Robert A BjorkPsychonomic Bulletin & Review|February 18, 2011
Are survival processing memory advantages based on ancestral priorities?Nicholas C Soderstrom, David P McCabeMemory (Hove, England)|July 1, 2011
The effect of information distribution on collaborative inhibitionMichelle L Meade, Daniel GigoneThe Journal of General Psychology|July 14, 2004
Priming guesses on a forced-recall testJanet M Gibson, Michelle L MeadePageof 8