The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs von Witherby, Amber E., Tauber, Sarah K.

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Judgments of learning enhance recall for category-cued but not letter-cued items von Rivers, Michelle L., Dunlosky, John, Janes, Jessica L., Witherby, Amber E., Tauber, Sarah K.

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Emerging Trends in Research on Self-Regulated Learning and Implications for Education: An Introduction to the Special Issue von Tauber, Sarah K, Ariel, Robert

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Prior knowledge is more predictive of error correction than subjective confidence von Sitzman, Danielle M., Rhodes, Matthew G., Tauber, Sarah K.

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Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance von Rivers, Michelle L., Janes, Jessica L., Dunlosky, John, Witherby, Amber E., Tauber, Sarah K.

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When Confidence Is Not a Signal of Knowing: How Students' Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence von Finn, Bridgid, Tauber, Sarah K.

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Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions? von Babineau, Addison L, Witherby, Amber E, Ariel, Robert, Pelch, Michael A, Tauber, Sarah K

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The font-size effect on judgments of learning: Does it exemplify fluency effects or reflect people’s beliefs about memory? von Mueller, Michael L., Dunlosky, John, Tauber, Sarah K., Rhodes, Matthew G.

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Do Judgments of Learning Directly Enhance Learning of Educational Materials? von Ariel, Robert, Karpicke, Jeffrey D., Witherby, Amber E., Tauber, Sarah K.

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On Students' (Mis)judgments of Learning and Teaching Effectiveness von Carpenter, Shana K., Witherby, Amber E., Tauber, Sarah K.

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Recognition Memory Measures Yield Disproportionate Effects of Aging on Learning Face-Name Associations von James, Lori E, Fogler, Kethera A, Tauber, Sarah K

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Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs von Tauber, Sarah K., Witherby, Amber E., Dunlosky, John

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Monitoring of learning for emotional faces: how do fine-grained categories of emotion influence participants' judgments of learning and beliefs about memory? von Witherby, Amber E, Tauber, Sarah K

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The Influence of Judgments of Learning on Long-Term Learning and Short-Term Performance von Witherby, Amber E., Tauber, Sarah K.

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Can Older Adults Accurately Judge Their Learning of Emotional Information? von Tauber, Sarah K, Dunlosky, John

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How Do Older Adults Maintain Corrections in Knowledge Across a Lengthy Delay? von Sitzman, Danielle M., Tauber, Sarah K., Witherby, Amber E.

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Multiple Bases for Young and Older Adults' Judgments of Learning in Multitrial Learning von TAUBER, Sarah K, RHODES, Matthew G

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Aging and Forgetting: Forgotten Information Is Perceived as Less Important Than Is Remembered Information von Witherby, Amber E., Tauber, Sarah K., Rhodes, Matthew G., Castel, Alan D.

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Monitoring of learning at the category level when learning a natural concept: Will task experience improve its resolution? von Tauber, Sarah K., Dunlosky, John

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Self-regulated learning of a natural category: Do people interleave or block exemplars during study? von Tauber, Sarah K., Dunlosky, John, Rawson, Katherine A., Wahlheim, Christopher N., Jacoby, Larry L.

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