John T. Dunlosky

John Dunlosky

Department of Psychological Sciences
Professor & Director of SOLE Center
Office Location:
Room 319 Kent Hall
Contact Information
Personal Website:


Research Area:

Does Dr. Dunlosky plan to recruit a doctoral student for the next incoming class?

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)



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.


Ph.D., University of Washington, 1993


Student Education, Self-Regulated Learning, Cognitive Aging, Memory Intervention, Those Wanting to Develop Automated Tutors for Improving Student Education, Social Sciences, Psychology, Human Learning and Memory, Cognitive Psychology, Metacomprehension


International Association for Metacognition