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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The Current Status of Students' Note-Taking: Why and How Do Students Take Notes? von Witherby, Amber E., Tauber, Sarah K.

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Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory? von Witherby, Amber E, Babineau, Addison L, 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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The Rich-Get-Richer Effect: Prior Knowledge Predicts New Learning of Domain-Relevant Information von Witherby, Amber E., Carpenter, Shana 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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Do Judgments of Learning Modify Older Adults' Actual Learning? von Tauber, Sarah K., Witherby, Amber E.

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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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People Hold Mood-Congruent Beliefs About Memory but Do Not Use These Beliefs When Monitoring Their Learning von Witherby, Amber E., Tauber, Sarah K., Goodrich, Michael

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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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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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Exploring the relationship between prior knowledge and metacognitive monitoring accuracy von Witherby, Amber E., Carpenter, Shana K., Smith, Andrew M.

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The Impact of Lecture Fluency and Technology Fluency on Students' Online Learning and Evaluations of Instructors von Witherby, Amber E., Carpenter, Shana K.

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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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Explaining the forgetting bias effect on value judgments: The influence of memory for a past test von Rhodes, Matthew G., Witherby, Amber E., Castel, Alan D., Murayama, Kou

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On Students' (Mis)judgments of Learning and Teaching Effectiveness: Where We Stand and how to Move Forward von Carpenter, Shana K., Witherby, Amber E., Tauber, Sarah K.

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