Why does peer instruction benefit student learning? von Tullis, Jonathan G., Goldstone, Robert L.

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Dividing attention impairs metacognitive control more than monitoring von Peng, Yaoping, Tullis, Jonathan G.

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Predicting others’ knowledge: Knowledge estimation as cue utilization von Tullis, Jonathan G.

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The Effectiveness of Updating Metacognitive Knowledge in the Elderly: Evidence From Metamnemonic Judgments of Word Frequency von TULLIS, Jonathan G, BENJAMIN, Aaron S

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The “curse of knowledge” when predicting others’ knowledge von Tullis, Jonathan G., Feder, Brennen

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Theories of Intelligence Influence Self-Regulated Study Choices and Learning von Peng, Yaoping, Tullis, Jonathan G.

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Personal reminders: Self-generated reminders boost memory more than normatively related ones von Zhang, Di, Tullis, Jonathan G.

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Generating Mnemonics Boosts Recall of Chemistry Information von Tullis, Jonathan G., Qiu, Jiahui

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On the effectiveness of self-paced learning von Tullis, Jonathan G., Benjamin, Aaron S.

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Selecting effectively contributes to the mnemonic benefits of self-generated cues von Tullis, Jonathan G., Fraundorf, Scott H.

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Self-reported use of retrieval practice varies across age and domain von Tullis, Jonathan G., Maddox, Geoffrey B.

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The Efficacy of Learners' Testing Choices von Tullis, Jonathan G, Fiechter, Joshua L, Benjamin, Aaron S

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Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval von Tullis, Jonathan G., Finley, Jason R., Benjamin, Aaron S.

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Self-pacing study of faces of different races: metacognitive control over study does not eliminate the cross-race recognition effect von Tullis, Jonathan G., Benjamin, Aaron S., Liu, Xiping

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Criterion Noise in Ratings-Based Recognition: Evidence from the Effects of Response Scale Length on Recognition Accuracy von Benjamin, Aaron S, Tullis, Jonathan G, Lee, Ji Hae

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Cueing others’ memories von Tullis, Jonathan G., Benjamin, Aaron S.

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Cue generation: How learners flexibly support future retrieval von Tullis, Jonathan G., Benjamin, Aaron S.

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The Reminding Effect: Presentation of Associates Enhances Memory for Related Words in a List von Tullis, Jonathan G., Benjamin, Aaron S., Ross, Brian H.

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Consequences of restudy choices in younger and older learners von Tullis, Jonathan G., Benjamin, Aaron S.

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Remindings influence the interpretation of ambiguous stimuli von Tullis, Jonathan G., Braverman, Michael, Ross, Brian H., Benjamin, Aaron S.

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