Control

Regulation of Learning

• *Ariel, R., Dunlosky, J., & Toppino, T. C. (2014). Contribution of degraded perception and insufficient encoding to decisions to mass or space study. Experimental Psychology, 61(2), 110-117. Full Text
• *Ariel, R. & Dunlosky, J. (2013). When do learners shift from habitual to agenda-based processes when selecting items for study? Memory & Cognition, 41(3), 416-428. Full Text
• Tauber, S. K., Dunlosky, J., Rawson, K. A., Wahlheim, C. N., & Jacoby, L. (2013). Self-regulated learning of a natural category: Do people interleave or block exemplars during study? Psychonomic Bulleting & Review, 20(2), 356-363. Full Text
• Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. Full Text
• Knouse, L. E., Anastopoulos, A. D., & Dunlosky, J. (2012). Isolating metamemory deficits in the self-regulated learning of adults with ADHD. Journal of Attention Disorders, 16(8), 650-660. Full Text
• Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students' learning and retention. Learning & Instruction, 22(4), 271-280. Full Text
• Rawson, K. A., O'Neil, R., & Dunlosky, J. (2011). Accurate monitoring leads to effective control and greater learning of patient education materials. Journal of Experimental Psychology: Applied, 17(3), 288-302. Full Text
• *Ariel, R., Al-Harthy, I. S., Was, C. A., & Dunlosky, J. (2011). Habitual reading biases in the allocation of study time. Psychonomic Bulletin & Review, 18(5), 1015-1021. Full Text
• Dunlosky, J., & *Ariel, R. (2011). The influence of agenda-based and habitual processes on item selection during study. Journal of Experimental Psychology: Learning, Memory, & Cognition, 37(4), 899-912. Full Text
• Wahlheim, C. N., Dunlosky, J., & Jacoby, L. L. (2011). Spacing enhances the learning of natural concepts: An investigation of mechanisms, metacognition, and aging. Memory & Cognition, 39(5) 750-763. Full Text 
• Dunlosky, J., & *Ariel, R. (2011). Self-regulated learning and the allocation of study time. B. Ross (ed.), Psychology of Learning and Motivation, 54, 103-140.
• *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, 30(4), 431-440. Full Text
• Price, J., Hertzog, C., & Dunlosky, J. (2010). Self-regulated learning in younger and older adults: Does aging affect metacognitive control? Aging, Neuropsychology, & Cognition, 17(3), 329-359. Full Text 
• *Ariel, R., Dunlosky, J., & *Bailey, H. (2009). Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, 138(3), 432-447. Full Text
• Dunlosky, J., Hertzog, C., Kennedy, M., & Thiede, K. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 10(1), 4-11.
• Dunlosky, J., & Thiede, K. (2004). Causes and constraints of the shift-to-easier-materials effect in the control of study. Memory & Cognition, 32(5), 779-788.
• Thiede, K., & 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, 25(4), 1024-1037.
• 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.
• 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, 52(4), 178-186. Full Text
• 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(5), 691-700. Full Text
• Nelson, T. O., & Dunlosky, J., Graf, A., & Narens, L. (1994). Utilization of metacognitive judgments in the allocation of study during multi-trial learning. Psychological Science, 5(4), 207-213. Full Text

Regulation of Learning

Enhancing Student Learning

• Lipowski, S., Pyc, M., Dunlosky, J., & Rawson, K. A. (2014). Establishing and explaining the testing effect in free recall for young children. Developmental Psychology, 50(4), 994-1000. Full Text
• Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. Educational Psychology Review, 25(4), 523-548. Full Text
• Rawson, K. A., & Dunlosky, J. (2013). Relearning attenuates the benefits and costs of spacing. Journal of Experimental Psychology: General, 142(4), 1113-1129. Full Text
• Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding students' judgments can improve their achievement. Learning and Instruction, 24, 58-61. Full Text
• Rawson, K. A., & Dunlosky, J. (2012). When is practice testing most effective for improving the durability and efficiency of student learning? Educational Psychology Review, 24, 419-435. Full Text
• Hartwig, M., Was C., Isaacson, R., & Dunlosky, J. (2012). General knowledge monitoring as a predictor of in-class exam performance. British Journal of Educational Psychology, 82(3), 456-468. Full Text
• Hartwig, M., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134. Full Text
• Hertzog, C., Price, J., & Dunlosky, J. (2012). Age differences in the effects of experimenter-instructed versus self-generated strategy use. Experimental Aging Research, 38(1), 42-62. Full Text
• Rawson, K. A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, 140(3), 283-302. Full Text

Memory and Cognitive Aging

• *Bottiroli, S., Cavallini, E., Dunlosky, J., Vecchi, T., & Hertzog, C. (2013). The importance of training strategy adaptation: A learner-oriented approach for improving older adults' memory and transfer. Journal of Experimental Psychology: Applied, 19(3), 205-218. Full Text
• Hertzog, C., & Dunlosky, J. (2012). Metacognitive approaches can promote transfer of training: Comment on McDaniel and Bugg. Journal of Applied Research in Memory and Cognition, 1(1), 61-63. Full Text
• *Bottiroli, S., Dunlosky, J., *Guerini, K., Cavallini, E., & Hertzog, C. (2010). Does task affordance moderate age-related deficits in strategy production? Aging, Neuropsychology, and Cognition, 17(5), 591-602. Full Text
• Dunlosky, J., Hertzog, C., & Powell-Moman, A. (2005). The contribution of mediator-based deficiencies to age-related differences in associative learning. Developmental Psychology, 41(2), 389-400. Full Text
• 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: San Diego, CA.
• Dunlosky, J., & Hertzog, C. (2001). Measuring strategy production during associative learning: The relative utility of concurrent versus retrospective reports. Memory & Cognition, 29(2), 247-253.
• Dunlosky, J., &Hertzog, C. (1998). Aging and deficits in associative memory: What is the role of strategy production? Psychology and Aging, 13(4), 597-607. Full Text
• 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 Fur Psychologie, 203(4), 351-360.

Memory Intervention Research

• *Bailey, H., Dunlosky, J., & Hertzog, C. (2010). Metacognitive training at home: Does it improve older adults' learning? Gerontology, 56(4), 414-420. Full Text
• Serra, M., & Dunlosky, J. (2010). Metacomprehension judgments reflect the belief that diagrams improve learning from text. Memory, 18(7), 698-711. Full Text
• Cavallini, E., Dunlosky, J., *Bottiroli, S., Hertzog, C., & Vecchi, T. (2010). Promoting transfer in memory training for older adults. Aging Clinical and Experimental Research, 22(4), 314-323. Full Text
• Hertzog, C., Dunlosky, J., & Sinclair, S. M. (2010). Episodic feeling-of-knowing resolution derives from the quality of encoding. Memory & Cognition, 38(6), 771-784. Full Text
• Hertzog, C., Sinclair, S. M., & Dunlosky, J. (2010). Age differences in the monitoring of learning: Cross-sectional evidence of spared resolution across the life-span. Developmental Psychology, 46(4), 939-948. Full Text
• 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(1), 70-76. Full Text
• Dunlosky, J., *Kubat-Silman, A., & Hertzog, C. (2003). Training monitoring skills improves older adults' self-paced associative learning. Psychology & Aging, 18(2), 340-345. Full Text

Working Memory Research

• Was, C., Dunlosky, J., Bailey, H., & Rawson, K. A. (2012). The unique contributions of the facilitation of procedural memory and working memory to individual differences in intelligence. Acta Psychologica, 139(3), 425-433. Full Text 
• *Bailey, H., Dunlosky, J., & Kane, M. (2011). Contribution of strategy use to performance on complex and simple span tasks. Memory & Cognition, 39(3), 447-461. Full Text
• *Bailey, H., Dunlosky, J. & Hertzog, C. (2009). Does differential strategy use account for age-related deficits in working-memory performance? Psychology & Aging, 24(1), 82-92. Full Text
• *Bailey, H., Dunlosky, J., Kane, M. J. (2008). Why does working memory span predict complex cognition? Testing the strategy-affordance hypothesis. Memory & Cognition, 36(8), 1383-1390. Full Text
• 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(9), 1227-1245. Full Text