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Profiles Detail

John Dunlosky

Professor & Director of Experimental Training
Education: Ph.D., University of Washington (1993)

Research Area: Experimental - Cognitive

Research Interests
My research program has focused on understanding three inter-related components of self-regulated learning: (1) monitoring of learning, (2) control of study time, and (3) the application of strategies during learning.  These three components of learning fall under the rubric of metacognition, which concerns people's cognition (or beliefs) about their cognitions.  By studying metacognition in students across the life span, a major goal of all facets of my research involves developing techniques to improve student learning and achievement across multiple domains.

International Association for Metacognition

Courses Frequently Taught

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


Scholarly, Creative & Professional Activities

*Hartwig, M. & Dunlosky, J. (in press). The contribution of judgment scale to the unskilled-and-unaware phenomenon: How evaluating others can exaggerate over- (and under-) confidence. Memory & Cognition

Rawson, K. A. & Dunlosky, J. (in press). Relearning attenuates the benefits and costs of spacing. Journal of Experimental Psychology: General.

*Lipowski, S., Merriman, W., & Dunlosky, J. (in press). Preschoolers can make highly accurate judgments of learning. Developmental Psychology.

*Ariel, R. & Dunlosky, J. (2013). When do learners shift from habitual to agenda-based processes when selecting items for study? Memory & Cognition, 41, 416-428.

*Mueller, M. L., *Tauber, S. K., & Dunlosky, J. (2013) Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning. Psychonomic Bulletin & Review, 20, 378-384.

Dunlosky, J. & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding student's judgments can improve their achievement. Learning and Instruction, 24, 58-61.

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illustions. Annual Review of Psychology, 64, 417-444.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willinghamd, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4-58.

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

*Denotes graduate student author.     


John Dunlosky
Department of Psychology
Phone: 330-672-2207
Fax: 330-672-3786