John Dunlosky

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name Citations Publications World Ranking National Ranking

Psychology D-index 73 Citations 22,156 212 World Ranking 1344 National Ranking 833

Overview

What are the main themes of his work throughout his whole career to date

As part of the same scientific family, John Dunlosky usually focuses on Best practice, concentrating on Management and intersecting with Task (project management). His research links Management with Task (project management). His Anesthesia study typically links adjacent topics like Inhalation and Nitrous oxide. Inhalation and Anesthesia are frequently intertwined in his study. Self-regulated learning and Self-monitoring are all intertwined in Social psychology research. He carries out multidisciplinary research, doing studies in Self-regulated learning and Cognition. Cognition and Verbal learning are frequently intertwined in his study. He performs integrative study on Self-monitoring and Social psychology in his works. Cognitive psychology connects with themes related to Transfer of training in his study.

John Dunlosky most often published in these fields:

Cognitive psychology (88.89%)
Neuroscience (77.78%)
Developmental psychology (66.67%)

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

John Dunlosky;Katherine A. Rawson;Elizabeth J. Marsh;Mitchell J. Nathan.
Psychological Science in the Public Interest (2013)

3047 Citations

Self-regulated learning: beliefs, techniques, and illusions.

Robert A. Bjork;John Dunlosky;Nate Kornell.
Annual Review of Psychology (2013)

1339 Citations

Metacognition in Educational Theory and Practice

Douglas J. Hacker;John Dunlosky;Arthur C. Graesser.
(1998)

910 Citations

When People's Judgments of Learning (JOLs) are Extremely Accurate at Predicting Subsequent Recall: The “Delayed-JOL Effect”

Thomas O. Nelson;John Dunlosky.
Psychological Science (1991)

845 Citations

Category Norms: An Updated and Expanded Version of the Battig and Montague (1969) Norms.

James P Van Overschelde;Katherine A Rawson;John Dunlosky.
Journal of Memory and Language (2004)

721 Citations

Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention

John Dunlosky;Katherine A. Rawson.
Learning and Instruction (2012)

574 Citations

Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time.

Keith W. Thiede;John Dunlosky.
Journal of Experimental Psychology: Learning, Memory and Cognition (1999)

542 Citations

Handbook of Metacognition in Education

Douglas J. Hacker;John Dunlosky;Arthur C. Graesser.
(2009)

537 Citations

Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect

John Dunlosky;Thomas O. Nelson.
Memory & Cognition (1992)

502 Citations

Study strategies of college students: Are self-testing and scheduling related to achievement?

Marissa K. Hartwig;John Dunlosky.
Psychonomic Bulletin & Review (2012)

475 Citations

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Frequent Co-Authors

External Links

Personal Website for John Dunlosky