The lab is dedicated to understanding and improving self-regulated learning (SRL), with a special emphasis on how metacognition (most notably, monitoring and control) contributes to learning across the life span. Below, research publications are organized by the component of SRL that is most focal to each article.
*Denotes student author.
◄◄◄◄ MONITORING ►►►►
Memory
◄ Judgments of Learning
… Basic research
*Matvey, G., Dunlosky, J., & Schwartz, B. (2006). The effects of categorical relatedness on judgments of learning (JOLs). Memory, 14, 253-261. pdf
*Serra, M. J. & Dunlosky, J. (2005). Does retrieval fluency contribute to the underconfidence-with-practice effect? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1258-1266. pdf
Dunlosky, J., *Serra, M. J., *Matvey, G., & Rawson, K. A. (2005). Second-order judgments about judgments of learning. (Special Issue) Journal of General Psychology, 132, 335-346.
Nelson, T. O., Narens, L., & Dunlosky, J. (2004). A revised methodology for research on metamemory: Pre-judgment recall and monitoring (PRAM). Psychological Methods, 9, 53-69. pdf
Hertzog, C., Dunlosky, J., Robinson, A. E., & Kidder, D. P. (2003). Encoding fluency is a cue used for judgments about learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 22-34. pdf
*Matvey, G., Dunlosky, J., & Guttentag, R. (2001). Fluency of retrieval at study affects judgments of learning (JOLs): An anlaytic or nonanalytic basis for JOLs? Memory & Cognition, 29, 222-232. pdf
Dunlosky, J., & *Matvey, G. (2001). Empirical analysis of the intrinsic-extrinsic distinction of judgments of learning (JOLs): Effects of relatedness and serial position on JOLs. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1180-1191. pdf
Dunlosky, J., Hunt, R. R., & *Clark, E. (2000). Is perceptual salience necessary in explanations of the isolation effect? Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 649-657. pdf
Dunlosky, J., & Nelson, T. O. (1997). Similarity between the cue for judgments of learning (JOL) and the cue for test is not the primary determinant of JOL accuracy. Journal of Memory and Language, 36, 34-49. pdf
Dunlosky, J., & Nelson, T. O. (1994). Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur? Journal of Memory and Language, 33, 545-565. pdf
Thiede, K. W., & Dunlosky, J. (1994). Delaying students' metacognitive monitoring improves their accuracy at predicting their recognition performance, Journal of Educational Psychology, 2, 290-302. pdf
Nelson, T. O., & Dunlosky, J. (1992). How shall we explain the delayed-judgment-of-learning effect? Psychological Science, 3, 317-318.
Dunlosky, J., & Nelson, T. O. (1992). Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition, 20, 373-380. pdf
… Cognitive Aging and Other Special Populations
*Lipko, A. R., Dunlosky, J., & Merriman, W. E. (in press). Persistent overconfidence despite practice: The role of task experience in preschollers' recall predictions. Journal of Experimental Child Psychology. .pdf
*Serra, M. J., Dunlosky, J., & Hertzog, C. (2008). Do older adults show less confidence in their monitoring of learning? Experimental Aging Research, 34, 379-391. .pdf
Robinson, A. E., Hertzog, C., & Dunlosky, J. (2006). Aging, encoding fluency, and metacognitive monitoring. Aging, Neuropsychology, and Cognition, 13, 458-478.
*Knouse, L., Paradise, M., & Dunlosky, J. (2006). Does ADHD in adults affect the relative accuracy of metamemory judgments? Journal of Attention Disorders, 10, 160-170. pdf
Hertzog, C., Kidder, D., Powell-Moman, A., & Dunlosky, J. (2002). Aging and monitoring associative learning: Is monitoring accuracy spared or impaired? Psychology & Aging, 17, 209-225. pdf
Connor, L., Dunlosky, J., & Hertzog, C. (1997). Age-related differences in absolute but not relative metamemory accuracy. Psychology and Aging, 12, 50-71. pdf
◄ Knowledge Updating (Multi-trial Studies with Judgments of Learning)
Hertzog, C., Price, J., Burpee, A., Frentzel, W. J., Feldstein, S., & Dunlosky, J. (in press). Why do people show minimal knowledge updating with task experience: Inferential deficit or experimental artifact? Quarterly Journal of Experimental Psychology. .pdf
Hertzog, C., Price, J., & Dunlosky, J. (2008). How is knowledge generated about memory encoding strategy effectiveness? Learning and Individual Differences, 18, 430-455. .pdf
Price, J., Hertzog, C., & Dunlosky, J. (2008). Age-related differences in straetgy knowledge updating: Blocked testing produces greater improvments in metacognitive accuracy for younger than older adults. Aging, Neuropsychology, and Cognition, 15, 601-626. .pdf
*Matvey, G., Dunlosky, J., Shaw, R. J., Parks, C., & Hertzog, C. (2002). Age-related equivalence and deficit in knowledge updating of cue effectiveness. Psychology & Aging, 17, 589-597. pdf
Dunlosky, J., & Hertzog, C. (2000). Updating knowledge about strategy effectiveness: A componential analysis of learning about strategy effectiveness from task experience. Psychology & Aging, 15, 462-474. pdf
Text Comprehension and Learning
Dunlosky, J., & *Lipko, A. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16, 228-232. pdf
Rawson, K., & Dunlosky, J. (2007). Improving students' self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology, 19, 559-579. pdf
*Baker, J., & Dunlosky, J. (2006). Does Momentary Accessibility Influence Metacomprehension Judgments? The Influence of Study-Judgment Lags on Accessibility Effects. Psychonomic Bulletin & Review, 13, 60-65. pdf
Dunlosky, J., *Baker, J., Rawson, K., & Hertzog, C. (2006). Does aging influence people’s metacomprehension? Effects of processing ease on judgments of text learning. Psychology & Aging, 21, 390-400. pdf
Thiede, K. W., Dunlosky, J., Griffin, T., & Wiley, J. (2005). Understanding the Delayed-Keyword Effect on Metacomprehension Accuracy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1267-1280. pdf
Dunlosky, J., & Rawson, K. A. (2005). Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect. Discourse Processes, 40, 37-55. pdf
Dunlosky, J., Rawson, K. A., & *Middleton, E. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language, 52, 551-565. pdf
Rawson, K. A., & Dunlosky, J. (2002). Are performance predictions for text based on ease of processing? Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 69-80. pdf
Rawson, K., Dunlosky, J., & *McDonald, S. (2002). Influences of metamemory on performance predictions for text. Quarterly Journal of Experimental Psychology, 55A, 505-524. pdf
Rawson, K. A., Dunlosky, J., & Thiede, K. W. (2000). The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition, 28, 1004-1010. pdf
Dunlosky, J., Rawson, K., & *McDonald, S. (2002). Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material. In T. Perfect & B. Schwartz (Eds.) Applied Metacognition. (pp. 68-92). Cambridge, UK: Cambridge University Press.
Dunlosky, J., Rawson, K., & Hacker, D. (2002). Metacomprehension of science text: Investigating the levels-of-disruption hypothesis. In J. Otero & A. Graesser (Eds.) The Psychology of Science Text Comprehension. (pp. 255-280). Hillsdale, NJ: LEA.
◄◄◄◄ CONTROL ►►►►
Self-paced Study and Item Selection
*Ariel, R., Dunlosky, J., & *Bailey, H. (in press). Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psycholog: General. .pdf
Dunlosky, J., Hertzog, C., Kennedy, M., & Thiede, K. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 10, 4-11.
Dunlosky, J., & Thiede, K. W. (2004). Causes and Constraints of the shift-to-easier-materials effect in the control of study. Memory & Cognition, 32, 779-788. pdf
Thiede, K. T., & Dunlosky, J. (1999). Toward a General Model of Self-regulated Study: An Analysis of Selection of Items for Study and Self-paced Study Time. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1024-1037. pdf
Dunlosky, J. & Thiede, K. W. (1998) What makes people study more? An evaluation of factors that affect people’s self-paced study and yield “labor-and-gain” effects. Acta Psychologica, 98, 37-56. pdf
Dunlosky, J., & Hertzog, C. (1997). Older and younger adults use a functionally identical algorithm to select items for restudy during multi-trial learning. Journal of Gerontology: Psychological Sciences, 52B, 178-186.
Dunlosky, J., & Connor, L. (1997). Age-related differences in the allocation of study time account for age-related differences in memory performance. Memory & Cognition, 25, 691-700. pdf
Nelson, T. O., Dunlosky, J., Graf, A., & Narens, L. (1994). Utilization of metacognitve judgments in the allocation of study during multitrial learning. Psychological Science, 5, 207-213.
Strategy Use
◄ Memory and Cognitive Aging
Dunlosky, J., Hertzog, C., & Powell-Moman, A. (2005). The contribution of mediator-based deficiencies to age-related differences in associative learning. Developmental Psychology, 41, 389-400. pdf
Hertzog, C., & Dunlosky, J. (2004). Aging, metacognition, and cognitive control. In B. Ross (Ed.) Psychology of Learning and Motivation. (pp. 215-252). Elsevier Academic Press: Sand Diego, CA.
Dunlosky, J., & Hertzog, C. (2001). Measuring strategy production during associative learning: The relative utility of concurrent versus retrospective reports. Memory & Cognition, 29, 247-253.
Dunlosky, J. & Hertzog, C. (1998). Aging and deficits in associative memory: What is the role of strategy production? Psychology and Aging, 13, 597-607. pdf
Dunlosky, J., & Salthouse, T. A. (1996). A decomposition of age-related differences in multi-trial free recall. Aging, Neuropsychology, and Cognition, 3, 2-14.
Salthouse, T. A., & Dunlosky, J. (1995). Analyses of adult age differences in associative learning. Zeitschrift Für Psychologie, 203, 351-360.
◄ Memory Intervention Research
Dunlosky, J., Cavallini, E., *Roth, H., McGuire, C., Vecchi, T., & Hertzog, C. (2007). Do self-monitoring interventions improve older adults' learning? Journal of Gerontology: Psychological Sciences, 62, 70-76.
Dunlosky, J., *Kubat-Silman, A., & Hertzog, C. (2003). Training monitoring skills improves older adults’ self-paced associative learning. Psychology & Aging, 18, 340-345. pdf
◄ Working Memory Research
*Bailey, H., Dunlosky, J., & Hertzog, C. (2009). Does differential strategy use account for age-related deficits in working-memory performance? Psychology & Aging, 24, 82-92. doc
*Bailey, H., Dunlosky, J., & Kane, M. J. (2008). Why does working memory span predict complex cognition? Testing the strategy-affordance hypothesis. Memory & Cognition, 36, 1383-1390. .pdf
Dunlosky, J., & Kane, M. J. (2007). The contributions of strategy use to working memory span: A comparison of strategy-assessment methods. Quarterly Journal of Experimental Psychology., 60, 1227-1245. pdf
OVERVIEWS, METHODS AND MUSINGS
Dunlosky, J., *Bottiroli, S., & *Hartwig, M. (in press). Sins committed in the name of ecological validity: A call for representative design in education research. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.). Handbook of Metacognition in Education. NY: Psychology Press. doc
Dunlosky, J., *Serra, M., & *Baker, J. M. C. (2007). Metamemory Applied. In F. Durso et al. (Eds.) Handbook of Applied Cognition. 2nd Edition. (pp. 137-159) NY, NY: John Wiley & Sons, Ltd.
Dunlosky, J. (2004). Metacognition. In R. R. Hunt & H. C. Ellis’s textbook, Fundamentals of Cognitive Psychology (7th edition). NY: McGraw-Hill College.
Hacker, D., & Dunlosky, J. (2003). Not all metacognition is created equal. In D. Sharp & D. Knowlton (Eds.) New Directions in Teaching and Learning Series.