Monitoring (Memory)



Judgments of Learning and Other Metacog Judgments (Basic Research)

  • *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(1), 164-173. Full Text
  • Hertzog, C., Fulton, E. K., Sinclair, S. M., & Dunlosky, J. (2014). Recalled aspects of original encoding strategies influence episodic feelings of knowing. Memory & Cognition, 42(1), 126-140. Full Text
  • *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(2), 378-384. Full Text
  • *Ariel, R., & Dunlosky, J. (2011). The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting. Memory & Cognition, 39(1), 171-184. Full Text
  • Walheim, C. N., Dunlosky, J., & Jacoby, L. (2011). Spacing enhances the learning of natural concepts: An investigation of mechanisms, metacognition, and aging. Memory & Cognition, 39(5), 750-763. Full Text
  • *Matvey, G., Dunlosky, J., & Schwarts, B. (2006). The effects of categorical relatedness on judgments of learning (JOLs). Memory, 14(2), 253-261. Full Text
  • *Serra, M. J., & Dunlosky, J. (2005). Does retrieval fluency contribute to the under confidence-with-practice effect? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1258-1266. Full Text
  • Dunlosky, J., *Serra, M. J., *Matvey, G., & Rawson, K. A. (2005). Second-order judgments about judgments of learning. The Journal of General Psychology, 132(4), 335-346. Full Text
  • Nelson, T. O., Narens, L., & Dunlosky, J. (2004). A revised methodology for research on metamemory: Pre-judgment recall and monitoring (PRAM). Psychological Methods, 9(1), 53-69. Full Text
  • Hertzog, C., Dunlosky, J., Robinson, A.E., & Kidder, D. P. (2003). Encoding fluency is a cue used for judgments about learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(1), 22-34. Full Text
  • *Matvey, G., Dunlosky, J., & Guttentag, R. (2001). Fluency of retrieval at study affects judgments of learning (JOLs): An analytic or nonanalytic basis for JOLs? Memory & Cognition, 29(2), 222-233.
  • Dunlosky, J., & *Matvey, G. (2001). Empirical analysis of the intrinsic-extrinsic distinction of judgments of learning (JOLs): Effects of relatedness and serial position on JOLs. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(5), 1180-91. Full Text
  • Dunlosky, J., Hunt, R. R., & *Clark, E. (2000). Is perceptual salience necessary in explanations of the isolation effect? Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(3), 649-57. Full Text
  • Dunlosky, J., & Nelson, T. O. (1997). Similarity between the cue for judgments of learning (JOL) and the cue for test is not the primary determinant of JOL accuracy. Journal of Memory and Language, 36(1), 34-49. Full Text
  • Dunlosky, J., & Nelson, T. O. (1994). Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur? Journal of Memory and Language, 33(4), 545-565. Full Text
  • Theide, K. W., & Dunlosky, J. (1994). Delaying students' metacognitive monitoring improves their accuracy at predicting their recognition performance. Journal of Educational Psychology, 86(2), 290-302. Full Text
  • Nelson, T. O., & Dunlosky, J. (1992). How shall we explain the delayed-judgment-of-learning effect? Psychological Science, 3(5), 317-318. Full Text
  • Dunlosky, J., & Nelson, T. O. (1992). Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition, 20(4), 374-380.

Cognitive Aging and Other Special populations

  • *Lipowski, S., Merriman, W., & Dunlosky, J. (2013). Preschoolers can make highly accurate judgments of learning. Developmental Psychology, 49(8), 1505-1516. Full Text
  • Tauber, S. K., & Dunlosky, J. (2012). Can older adults accurately judge their learning of emotional information? Psychology and Aging, 27(4), 924-33. Full Text
  • Lipko, A. R., Dunlosky, J., Lipowski, S., & Merriman, W. (2012). Young children are not underconfident with practice: The benefit of ignoring a fallible memory heuristic. Journal of Cognition and Development, 13(2), 174-188. Full Text
  • Hertzog, C., & Dunlosky, J. (2011). Metacognition in later adulthood: Sparred monitoring can benefit older adults' self-regulation. Current Directions in Psychological Science, 20(3), 167-173. 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
  • 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
  • *Lipko, A. R., Dunlosky, J., & Merriman, W. E. (2008). Persistent overconfidence despite practice: The role of task experience in preschoolers' recall predictions. Journal of Experimental Child Psychology, 103(2), 152-166. Full Text
  • *Serra, M. J., Dunlosky, J., & Hertzog, C. (2008). Do older adults show less confidence in their monitoring of learning? Experimental Agin Research, 34(4), 379-391. Full Text
  • Robinson, A. E., Hertzog, C., & Dunlosky, J. (2006). Aging, encoding fluency, and metacognitive monitoring. Aging, Neuropsychology, and Cognition, 13(3-4), 458-478. Full Text
  • *Knouse, L., Paradise, M., & Dunlosky, J. (2006). Does ADHD in adults affect the relative accuracy of metamemory judgments? Journal of Attention Disorders, 10(2), 160-170. Full Text
  • Hertzog, C., Kidder, D., Powell-Moman, A., & Dunlosky, J. (2002). Aging and monitoring associative learning: Is monitoring accuracy spared or impaired? Psychology & Aging, 17(2), 209-225. Full Text
  • Connor, L., Dunlosky, J., & Hertzog, C. (1997). Age-related differences in absolute but not relative metamemory accuracy. Psychology and Aging, 12(1), 50-71. Full Text

Knowledge Updating (Multi-trial Studies with judgments of learning)

  • Hertzog, C., Price, J., Burpee, A., Frentzel, W. J., Feldstein, S., & Dunlosky, J. (2009). Why do people show minimal knowledge updating with task experience: Inferential deficit or experimental artifact? Quarterly Journal of Experimental Psychology, 62(1), 155-173. Full Text
  • Hertzog, C., Price, J., & Dunlosky, J. (2008). How is knowledge generated about memory encoding strategy effectiveness? Learning and Individual Differences, 18(4), 430-445. Full Text
  • Price, J., Hertzog, C., & Dunlosky, J. (2008). Age-related differences in strategy knowledge updating: Blocked testing produces greater improvements in metacognitive accuracy for younger than older adults. Aging, Neuropsychology, and Cognition, 15(5), 601-626. Full Text
  • *Matvey, G., Dunlosky, J., Shaw, R. J., Parks, C., & Hertzog, C. (2002). Age-related equivalence and deficit in knowledge updating of cue effectiveness. Psychology & Aging, 17(4), 589-597. Full Text
  • Dunlosky, J., & Hertzog, C. (2000). Updating knowledge about strategy effectiveness: A componential analysis of learning about strategy effectiveness from task experience. Psychology & Aging, 15(3), 462-472. Full Text