John Dunlosky

Summary

Affiliation: Kent State University
Country: USA

Publications

  1. doi request reprint Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
    John Dunlosky
    Department of Psychology, Kent State University
    Psychol Sci Public Interest 14:4-58. 2013
  2. doi request reprint Improving college students' evaluation of text learning using idea-unit standards
    John Dunlosky
    Psychology Department, Kent State University, Kent, OH 44242, USA
    Q J Exp Psychol (Hove) 64:467-84. 2011
  3. ncbi request reprint The contributions of strategy use to working memory span: a comparison of strategy assessment methods
    John Dunlosky
    Kent State University, Kent, OH 44242, USA
    Q J Exp Psychol (Hove) 60:1227-45. 2007
  4. ncbi request reprint Do self-monitoring interventions improve older adult learning?
    John Dunlosky
    Department of Psychology, Kent State University, P O Box 5190, Kent, OH 44242 0001, USA
    J Gerontol B Psychol Sci Soc Sci 62:70-6. 2007
  5. doi request reprint The influence of agenda-based and habitual processes on item selection during study
    John Dunlosky
    Psychology Department, Kent State University, Kent, OH 44242, USA
    J Exp Psychol Learn Mem Cogn 37:899-912. 2011
  6. ncbi request reprint Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning
    John Dunlosky
    Psychology Department, Kent State University, Kent, OH 44242, USA
    Psychol Aging 21:390-400. 2006
  7. pmc Does differential strategy use account for age-related deficits in working-memory performance?
    Heather Bailey
    Department of Psychology, Kent State University, Kent, OH 44242 0001, USA
    Psychol Aging 24:82-92. 2009
  8. ncbi request reprint The contribution of mediator-based deficiencies to age differences in associative learning
    John Dunlosky
    University of North Carolina at Greensboro, USA
    Dev Psychol 41:389-400. 2005
  9. ncbi request reprint Causes and constraints of the shift-to-easier-materials effect in the control of study
    John Dunlosky
    University of North Carolina, Greensboro, North Carolina, USA
    Mem Cognit 32:779-88. 2004
  10. ncbi request reprint Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects
    Julie M C Baker
    Kent State University, Kent, Ohio 44242, USA
    Psychon Bull Rev 13:60-5. 2006

Detail Information

Publications55

  1. doi request reprint Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
    John Dunlosky
    Department of Psychology, Kent State University
    Psychol Sci Public Interest 14:4-58. 2013
    ..Accordingly, in our closing remarks, we discuss some issues for how these techniques could be implemented by teachers and students, and we highlight directions for future research. ..
  2. doi request reprint Improving college students' evaluation of text learning using idea-unit standards
    John Dunlosky
    Psychology Department, Kent State University, Kent, OH 44242, USA
    Q J Exp Psychol (Hove) 64:467-84. 2011
    ..Thus, overconfidence appears to result from difficulties in evaluating the quality of recall responses, and such overconfidence can be reduced by using idea-unit judgements...
  3. ncbi request reprint The contributions of strategy use to working memory span: a comparison of strategy assessment methods
    John Dunlosky
    Kent State University, Kent, OH 44242, USA
    Q J Exp Psychol (Hove) 60:1227-45. 2007
    ..Discussion focuses on the interpretation of strategy-span relationships and the relative utility of general reports of strategy use versus the set-by-set reports introduced here for the OSPAN task...
  4. ncbi request reprint Do self-monitoring interventions improve older adult learning?
    John Dunlosky
    Department of Psychology, Kent State University, P O Box 5190, Kent, OH 44242 0001, USA
    J Gerontol B Psychol Sci Soc Sci 62:70-6. 2007
    ..Our discussion highlights both successes and failures of self-monitoring to enhance learning as well as challenges for future research...
  5. doi request reprint The influence of agenda-based and habitual processes on item selection during study
    John Dunlosky
    Psychology Department, Kent State University, Kent, OH 44242, USA
    J Exp Psychol Learn Mem Cogn 37:899-912. 2011
    ..These and other outcomes indicate that both agenda-based regulation (in terms of using the region of proximal learning) and habitual responding contribute to people's selection of items for study...
  6. ncbi request reprint Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning
    John Dunlosky
    Psychology Department, Kent State University, Kent, OH 44242, USA
    Psychol Aging 21:390-400. 2006
    ..In both experiments, age equivalence was also evident in the accuracy of the judgments at predicting performance on the criterion test. The overall pattern of results suggests that judging text learning remains largely intact with aging...
  7. pmc Does differential strategy use account for age-related deficits in working-memory performance?
    Heather Bailey
    Department of Psychology, Kent State University, Kent, OH 44242 0001, USA
    Psychol Aging 24:82-92. 2009
    ..Thus, although use of normatively effective strategies accounts for individual differences in span performance, age differences in effective strategy use cannot explain the age-related variance in that performance...
  8. ncbi request reprint The contribution of mediator-based deficiencies to age differences in associative learning
    John Dunlosky
    University of North Carolina at Greensboro, USA
    Dev Psychol 41:389-400. 2005
    ..Discussion focuses on mediator-based deficiencies and their implications for theories of age deficits in episodic memory...
  9. ncbi request reprint Causes and constraints of the shift-to-easier-materials effect in the control of study
    John Dunlosky
    University of North Carolina, Greensboro, North Carolina, USA
    Mem Cognit 32:779-88. 2004
    ..Moreover, the STEM effect was evident for individuals with high memory spans but not for those with low memory spans. These and other findings highlight the contribution of planning and capacity constraints to the control of study time...
  10. ncbi request reprint Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects
    Julie M C Baker
    Kent State University, Kent, Ohio 44242, USA
    Psychon Bull Rev 13:60-5. 2006
    ..Experiment 2 ruled out a plausible artifactual interpretation for accessibility effects on delayed judgments. In the discussion, we explore why study-judgment lags moderate accessibility effects...
  11. doi request reprint Agenda-based regulation of study-time allocation: when agendas override item-based monitoring
    Robert Ariel
    Psychology Department, Kent State University, Kent, OH 44242, USA
    J Exp Psychol Gen 138:432-47. 2009
    ..As predicted by the ABR model, reward structure drove item selection more than did item difficulty, which demonstrates learners' agendas can override the effects of monitoring item difficulty in the allocation of study time...
  12. doi request reprint The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?
    Michael L Mueller
    a Department of Psychology, Kent State University, Kent, OH, USA
    Q J Exp Psychol (Hove) 69:781-99. 2016
    ....
  13. ncbi request reprint Effects of aging on the magnitude and accuracy of quality-of-encoding judgments
    John Dunlosky
    P O Box 26164, Department of Psychology, University of North Carolina at Greensboro, Greensboro, NC 27402 6164, USA
    Am J Psychol 116:431-54. 2003
    ..The outcomes indicate similar processes for generating QUE judgments by older and younger adults, but they also suggest the possibility of an age-related deficit in the accuracy of monitoring encoding in some experimental conditions...
  14. doi request reprint Metacomprehension judgements reflect the belief that diagrams improve learning from text
    Michael J Serra
    Department of Psychology, MS 2051, Psychology Building, Texas Tech University, Lubbock, Texas 79409 2051, USA
    Memory 18:698-711. 2010
    ..Over-reliance on this multimedia heuristic, however, might reduce judgement accuracy in situations where it is invalid...
  15. pmc Self-regulated learning in younger and older adults: does aging affect metacognitive control?
    Jodi Price
    Department of Psychology, University of Alabama in Huntsville, Huntsville, AL 35899, USA
    Neuropsychol Dev Cogn B Aging Neuropsychol Cogn 17:329-59. 2010
    ..Older adults' lower memory self-efficacy and perceived control correlated with their greater item restudy and avoidance of difficult items with high point values. Results are discussed in terms of RPL and agenda-based regulation models...
  16. doi request reprint Preschoolers can make highly accurate judgments of learning
    Stacy L Lipowski
    Department of Psychology, High Point University, 833 Montlieu Avenue, High Point, NC 27262, USA
    Dev Psychol 49:1505-16. 2013
    ....
  17. doi request reprint General knowledge norms: updated and expanded from the Nelson and Narens (1980) norms
    Sarah K Tauber
    Department of Psychology, Kent State University, Kent, OH, 44242, USA
    Behav Res Methods 45:1115-43. 2013
    ..The presence of substantial generational shifts from 1980 to 2012 necessitates the use of updated norms. ..
  18. doi request reprint Isolating metamemory deficits in the self-regulated learning of adults with ADHD
    Laura E Knouse
    Department of Psychology, University of Richmond, Richmond Hall, 28 Westhampton Way, VA 23173, USA
    J Atten Disord 16:650-60. 2012
    ..ADHD in adulthood is associated with chronic academic impairments and problems with strategic memory encoding on standardized memory assessments, but little is known about self-regulated learning that might guide intervention...
  19. doi request reprint Content-embedded tasks beat complex span for predicting comprehension
    Christopher A Was
    Kent State University, Kent, OH 44242, USA
    Behav Res Methods 43:910-5. 2011
    ..Thus, tasks that require one to coordinate the processing and maintenance of task-specific memory elements are preferable for capturing the relationship between WM and comprehension...
  20. doi request reprint Do older adults show less confidence in their monitoring of learning?
    Michael J Serra
    Department of Psychology, Kent State University, Kent, Ohio, USA
    Exp Aging Res 34:379-91. 2008
    ..Age-related declines in confidence in judgments were evident for immediate JOLs but not for delayed JOLs. Implications of these outcomes for theory of JOLs and explaining age-related differences in self-regulated study are discussed...
  21. doi request reprint Why is knowledge updating after task experience incomplete? Contributions of encoding experience, scaling artifact, and inferential deficit
    Michael L Mueller
    Department of Psychology, Kent State University, Kent, OH, 44242, USA
    Mem Cognit 43:180-92. 2015
    ..Taken together, the evidence suggests that incomplete knowledge updating on JOLs arises from multiple factors, including a scaling artifact and the deficient use of accurate knowledge when making JOLs. ..
  22. doi request reprint Self-regulated learning of a natural category: do people interleave or block exemplars during study?
    Sarah K Tauber
    Department of Psychology, Kent State University, Kent, OH 44242, USA
    Psychon Bull Rev 20:356-63. 2013
    ..Participants overwhelmingly preferred to block their study, even though interleaving is normatively better for learning...
  23. doi request reprint Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning
    Michael L Mueller
    Department of Psychology, Kent State University, Kent, OH 44242, USA
    Psychon Bull Rev 20:378-84. 2013
    ..In general, empirically establishing what mediates the effects of other factors on people's judgments remains a major agenda for advancing theory of metacognitive monitoring...
  24. pmc Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging
    Christopher N Wahlheim
    Department of Psychology, Washington University in St Louis, St Louis, MO 63130, USA
    Mem Cognit 39:750-63. 2011
    ..No difference occurred in monitoring accuracy for young versus older adults. These findings provide evidence for discrimination- and attention-based accounts of the spacing effect in natural concept learning...
  25. doi request reprint Why does working memory span predict complex cognition? Testing the strategy affordance hypothesis
    Heather Bailey
    Department of Psychology, Kent State University, Kent, OH 44242 0001, USA
    Mem Cognit 36:1383-90. 2008
    ..Strategy use mediated the span-cognition relationship only when both tasks afforded the same strategies...
  26. pmc Metacognitive training at home: does it improve older adults' learning?
    Heather Bailey
    Department of Psychology, Kent State University, Kent, OH 44242 0001, USA
    Gerontology 56:414-20. 2010
    ..This metacognitive approach involves teaching older adults to allocate their study time more efficiently by testing themselves and restudying items that are less well learned...
  27. doi request reprint Toward an understanding of students' allocation of study time: why do they decide to mass or space their practice?
    Mary A Pyc
    Kent State University, Kent, Ohio 44242 0001, USA
    Mem Cognit 38:431-40. 2010
    ....
  28. doi request reprint General knowledge monitoring as a predictor of in-class exam performance
    Marissa K Hartwig
    Department of Psychology, Kent State University, Kent, OH 44242, USA
    Br J Educ Psychol 82:456-68. 2012
    ....
  29. doi request reprint Habitual reading biases in the allocation of study time
    Robert Ariel
    Psychology Department, Kent State University, Kent, OH 44242, USA
    Psychon Bull Rev 18:1015-21. 2011
    ..These results indicate that reading habits can bias learners' study decisions and can undermine agenda-based regulation...
  30. doi request reprint Persistent overconfidence despite practice: the role of task experience in preschoolers' recall predictions
    Amanda R Lipko
    Department of Psychology, Kent State University, Kent, OH 44242, USA
    J Exp Child Psychol 103:152-66. 2009
    ..Even asking them to report the number that they recalled on a previous trial, which they could do accurately, did not cause them to lower their predictions across trials...
  31. ncbi request reprint Does ADHD in adults affect the relative accuracy of metamemory judgments?
    Laura E Knouse
    Department of Psychology, University of North Carolina, Greensboro, NC 27402 6170, USA
    J Atten Disord 10:160-70. 2006
    ..The authors introduce measures of accuracy from the larger realm of judgment and decision making--namely, relative accuracy and calibration--to the study of self-evaluative judgment accuracy in adults with ADHD...
  32. ncbi request reprint Training monitoring skills improves older adults' self-paced associative learning
    John Dunlosky
    Psychology Department, University of North Carolina at Greensboro, 27402 6164, USA
    Psychol Aging 18:340-5. 2003
    ..72) than for the strategy-control (d = 0.28) and waiting-list control (d = 0.03) groups, indicating that training a monitoring skill--self-testing--can improve older adults' learning...
  33. doi request reprint Relearning attenuates the benefits and costs of spacing
    Katherine A Rawson
    Department of Psychology, Kent State University
    J Exp Psychol Gen 142:1113-29. 2013
    ..Moreover, the costs associated with achieving criterion via spaced practice during initial learning were also substantially attenuated by faster relearning in subsequent sessions...
  34. doi request reprint Self-regulated learning: beliefs, techniques, and illusions
    Robert A Bjork
    Department of Psychology, University of California, Los Angeles, California 90095, USA
    Annu Rev Psychol 64:417-44. 2013
    ..We conclude with a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners...
  35. doi request reprint Accurate monitoring leads to effective control and greater learning of patient education materials
    Katherine A Rawson
    Department of Psychology, Kent State University, Department of Psychology, P O Box 5190, Kent, OH 44242 0001, USA
    J Exp Psychol Appl 17:288-302. 2011
    ..An important practical implication is that learning of patient education materials can be enhanced by including appropriate support for learners' self-regulatory processes...
  36. doi request reprint The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting
    Robert Ariel
    Psychology Department, Kent State University, Kent, OH 44242, USA
    Mem Cognit 39:171-84. 2011
    ..Thus, JOLs appear to integrate information from multiple factors, and these factors jointly contribute to JOL resolution...
  37. doi request reprint Introduction to the special section on integrative approaches to source memory
    Marcia K Johnson
    Department of Psychology, Yale University, New Haven, CT 06520 205, USA
    J Exp Psychol Learn Mem Cogn 34:727-9. 2008
    ..The investigations in this special section demonstrate the promise of such an integrative approach for advancing theories of source memory...
  38. ncbi request reprint A revised methodology for research on metamemory: Pre-judgment Recall and Monitoring (PRAM)
    Thomas O Nelson
    Department of Psychology, University of Maryland College Park, College Park, MD 20742, USA
    Psychol Methods 9:53-69. 2004
    ..An example using the revised methodology offers a new explanation for the delayed-JOL effect, in which delayed JOLs are more accurate than immediate JOLs for predicting recall...
  39. doi request reprint Can older adults accurately judge their learning of emotional information?
    Sarah K Tauber
    Department of Psychology, Kent State University, Kent, OH 44242, USA
    Psychol Aging 27:924-33. 2012
    ..Taken together, these results indicate that healthy aging largely leaves judgments of learning intact for negatively charged words...
  40. doi request reprint Study strategies of college students: are self-testing and scheduling related to achievement?
    Marissa K Hartwig
    Psychology Department, Kent State University, Kent, OH 44242, USA
    Psychon Bull Rev 19:126-34. 2012
    ..Thus, self-testing, rereading, and scheduling of study play important roles in real-world student achievement...
  41. ncbi request reprint Distinctive processing underlies skilled memory
    James P Van Overschelde
    Department of Psychology, University of Maryland, College Park, MD 20742, USA
    Psychol Sci 16:358-61. 2005
    ..These findings empirically validate the importance of both organizational and item-specific processing as the basis of distinctive processing underlying skilled memory performance...
  42. doi request reprint Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough?
    Katherine A Rawson
    Department of Psychology, Kent State University, Kent, OH 44242 0001, USA
    J Exp Psychol Gen 140:283-302. 2011
    ....
  43. ncbi request reprint Age-related equivalence and deficit in knowledge updating of cue effectiveness
    Greg Matvey
    Department of Psychology, University of North Carolina at Greensboro, 27402 6170, USA
    Psychol Aging 17:589-97. 2002
    ..An age deficit was evident in improvements in absolute accuracy, whereas age equivalence was evident in relative accuracy. Evidence suggested that deficient inferential processes contributed to the age deficit in knowledge updating...
  44. ncbi request reprint Does retrieval fluency contribute to the underconfidence-with-practice effect?
    Michael J Serra
    Department of Psychology, Kent State University, Kent, OH 44242 0001, USA
    J Exp Psychol Learn Mem Cogn 31:1258-66. 2005
    ..Our discussion focuses on the status of the retrieval-fluency hypothesis for the UWP effect...
  45. ncbi request reprint Are performance predictions for text based on ease of processing?
    Katherine A Rawson
    Department of Psychology, University of Colorado at Boulder, 80309 0345, USA
    J Exp Psychol Learn Mem Cogn 28:69-80. 2002
    ..Discussion focuses on resolving apparent inconsistencies in the literature concerning whether processing ease influences performance predictions...
  46. ncbi request reprint The what, how much, and when of study strategies: comparing intended versus actual study behaviour
    Rachael N Blasiman
    a Department of Psychological Sciences, Kent State University, Kent, OH, USA
    Memory . 2016
    ..Taken together, our results suggest that students have some excellent intentions but may falter because massing study the evening before an exam limits their use of more effective study strategies...
  47. doi request reprint Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?
    Kalif E Vaughn
    Department of Psychology, Williams College, Williamstown, MA, 01267, USA
    Mem Cognit 44:897-909. 2016
    ..Instead, students should devote their time to subsequent spaced relearning sessions, which produce substantial gains in recall performance. ..
  48. pmc Does strategy training reduce age-related deficits in working memory?
    Heather R Bailey
    Department of Psychology, Washington University in St Louis, St Louis, MO, USA
    Gerontology 60:346-56. 2014
    ..Older adults typically perform worse on measures of working memory (WM) than do young adults; however, age-related differences in WM performance might be reduced if older adults use effective encoding strategies...
  49. doi request reprint The contribution of judgment scale to the unskilled-and-unaware phenomenon: how evaluating others can exaggerate over- (and under-) confidence
    Marissa K Hartwig
    Psychology Department, Kent State University, Kent, OH, 44242, USA
    Mem Cognit 42:164-73. 2014
    ..Most importantly, the unskilled-and-unaware phenomenon on a relative scale does not guarantee inaccurate self-evaluations of absolute performance. ..
  50. pmc Age-related differences in strategy knowledge updating: blocked testing produces greater improvements in metacognitive accuracy for younger than older adults
    Jodi Price
    School of Psychology, Georgia Institute of Technology, Atlanta, GA, USA
    Neuropsychol Dev Cogn B Aging Neuropsychol Cogn 15:601-26. 2008
    ..Older adults learn about imagery's superior effectiveness but do not accurately estimate the magnitude of its benefit, even after blocked testing...
  51. ncbi request reprint Aging, encoding fluency, and metacognitive monitoring
    A Emanuel Robinson
    Georgia Institute of Technology, Atlanta, 30332, USA
    Neuropsychol Dev Cogn B Aging Neuropsychol Cogn 13:458-78. 2006
    ..Moreover, subjectively judged latency correlated higher with JOLs than actual (objective) latency, supporting the hypothesis that perceived fluency is a cue used in constructing JOLs...
  52. ncbi request reprint The effects of categorical relatedness on judgements of learning (JOLs)
    Greg Matvey
    The University of North Carolina at Greensboro, USA
    Memory 14:253-61. 2006
    ..The relatedness effect was not present early in the list for immediate JOLs but was present throughout the list for delayed JOLs. We conclude by discussing some preliminary explanations for these new phenomena...
  53. ncbi request reprint Encoding fluency is a cue used for judgments about learning
    Christopher Hertzog
    School of Psychology, Georgia Institute of Technology, Atlanta 30332 0170, USA
    J Exp Psychol Learn Mem Cogn 29:22-34. 2003
    ..However, item concreteness and fluency influenced judgments independently of one another. These outcomes suggest an important role of encoding fluency in the formation of metacognitive judgments about learning and future recall...
  54. ncbi request reprint Aging and monitoring associative learning: is monitoring accuracy spared or impaired?
    Christopher Hertzog
    School of Psychology, Georgia Institute of Technology, Atlanta 30332 0170, USA
    Psychol Aging 17:209-25. 2002
    ..Both age groups manifested a contrast effect (lower JOLs for unrelated items when mixed with related items). Aging appears to spare monitoring of encoding, even though it adversely affects associative learning...
  55. ncbi request reprint Influences of metamemory on performance predictions for text
    Katherine A Rawson
    University of Colorado at Boulder, USA
    Q J Exp Psychol A 55:505-24. 2002
    ..Implications for theory of metacognitive judgements are discussed...