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John Dunlosky, Ph.D.

Education: Ph.D., University of Washington (1993)

Research Interests

Areas of research interest involve self-regulated learning, including how aging in adulthood influences strategy use and effectiveness, how individuals of all ages monitor on-going learning as well as dynamically control study and retrieval. Research programs focus on understanding the theoretical bases of these and other components of self-regulated learning. Special emphasis is placed on how aging in adulthood influences these components, and applications of this theory to enhance learning of adults of all ages. View Dr. Dunlosky's vita.

Courses Frequently Taught

  • Psychology of Aging (undergraduate)
  • Cognitive Psychology (undergraduate)
  • Cognitive Psychology (graduate)
  • Cognitive Aging (graduate)
  • Metacognitive Seminar (graduate)

Recent Publications

*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.

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.

*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.

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.v

Dunlosky, J., & *Lipko, A. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16, 228-232.

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.

*Denotes graduate student author.