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    John T. Dunlosky

    John Dunlosky

    Department of Psychological Sciences
    Professor Emeritus
    Campus:
    Kent
    Office Location:
    319 Kent Hall Annex
    Contact Information
    Email:
    jdunlosk@kent.edu
    Fax:
    330-672-3786
    Personal Website: Metacognition & Education Lab

    Biography

    Research Area:

    • Psychological Science - 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.

    Courses Frequently Taught:

    • Cognitive Psychology (graduate)
    • Metacognitive Seminar (graduate)
    • Lab Experience in Cognitive Psychology (undergraduate)

     

    Publications:

    • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, 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.
    • Bjork, R. A., Dunlosky, J., & Kornell, N. (2013).  Self-regulated learning:  Beliefs, techniques, and illusions.  Annual Review of Psychology, 64, 417-444.
    • Dunlosky, J., Mueller, M. (2016).  Recommendations for exploring the disfluency hypothesis toward establishing whether perceptually degrading materials impacts performance.  Metacognition and Learning, 11, 123-131.
    • Van Loon, M.H., Dunlosky, J., Van Gog, T., Van Merriënboer, J. J. G., & De Bruin, A. B. H. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39-48.
    • Tauber, S. K. & Dunlosky, J. (2015).  Monitoring of learning at the category level when learning a natural concept:  Will task experience improve its resolution?  Acta Psychologica, 155, 8-18.
    • Hartwig, M., & Dunlosky, J. (2014).  The contribution of judgment scale to the unskilled-and-unaware phenomenon:  How evaluating others can exaggerate over- (and under-) confidence.  Memory & Cognition. 42, 164-173.
    • Mueller, M. L., Dunlosky, J., Tauber, S. K., & Rhodes, M. G. (2014).  The font-size effect on judgments of learning (JOLs):  Does it exemplify the effect of fluency on JOLs or reflect people’s beliefs about memory?  Journal of Memory and Language, 70, 1-12.
    • Lipowski, S., Merriman, W., & Dunlosky, J. (2013).  Preschoolers can make highly accurate judgments of learning.  Developmental Psychology, 49, 1505-1516.
    • Hartwig, M. & Dunlosky, J. (2012).  Study strategies of college students:  Are self-testing and scheduling related to achievement?  Psychonomic Bulletin & Review, 19, 126-134.
    • Dunlosky, J. & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention.  Learning and Instruction, 22, 271-280.

    Education

    Ph.D., University of Washington, 1993

    Affiliations

    • International Association for Metacognition

    Documents

    PDF icon CV Dunlosky, 1-19-PDF.pdf
    Department of Psychological Sciences

    Street Address

    600 Hilltop Drive Kent, OH 44242


    Mailing Address

    800 E. Summit St.
    Kent, OH 44242

    Contact Us

    Phone: 330-672-2166 | Fax: 330-672-3786 psych@kent.edu
    Contact Us
    • 330-672-3000
    • info@kent.edu

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