Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Beverly Hills, CA: SAGE.  Japanese translation (2010).

*Ariel, R., Al-Harthy, I.S., Was, C.A., Dunlosy, J. (in press).  Habitual reading biases in the allocation of study time.  Psychonomic Bulletin & Review.

Lipko, A.R., Dunlosky, J., *Lipowski, S., & Merriman, W. (in press).  Young children are not underconfident with practice:  The benefit of ignoring a fallible memory heursitic.  Journal of Cognition and Development.

Rawson, K.A., & Dunlosky, J. (in press).  Optimizing schedules of retrieval practice for durable and efficient learning:  How much is enough?  Journal of Experimental Psychology:  General.

*Hartwig, M., Was, C., Isaacson, R., & Dunlosky, J. (in press).  General knowledge monitoring as a predictor of in-class exam performance.  British Journal of Educational Psychology.

Dunlosky, J., & *Ariel, R. (in press).  The influence of agenda-based and habitual processes on item selection during study.  Journal of Experimental Psychology:  Learning, Memory, and Cognition.

*Ariel, R., & Dunlosky, J. (2011).  The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting.  Memory & Cognition, 39, 171-184.

Dunlosky, J., *Hartwig, M., Rawson, K.A., & *Lipko, A.R. (2011).  Improving college students' evaluation of text learning using idea-unit standards.  Quarterly Journal of Experimental Psychology, 64, 467-484.

*Bailey, H., Dunlosky, J., & Hertzog, C. (2010).  Metacognitive training at home:  Does it improve older adults' learning?  Gerontology, 56, 414-420.

*Pyc, M.A., & Dunlosky, J. (2010).  Toward an understanding of students' allocation of study time:  Why do they decide to mass or space their practice?  Memory & Cognition, 38, 431-440.

*Denotes graduate student author.