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Psychology

D-Index
82
Citations
30263
World Ranking
1312
National Ranking
789

Overview

John Dunlosky is affiliated with Kent State University in the United States. Their academic research primarily focuses on Psychology, with a significant emphasis on subfields such as Developmental and Educational Psychology, Cognitive Neuroscience, Experimental and Cognitive Psychology, Education, and Artificial Intelligence.

The scholar has contributed extensively to topics relating to Memory Processes and Influences, Visual and Cognitive Learning Processes, Innovative Teaching and Learning Methods, Educational Strategies and Epistemologies, Intelligent Tutoring Systems and Adaptive Learning, Psychological and Educational Research Studies, and Student Assessment and Feedback.

Notable recent papers by John Dunlosky include:

  • Fostering Metacognition to Support Student Learning and Performance, 2021, CBE-Life Sciences Education
  • Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings, 2020, American Journal of Pharmaceutical Education
  • Gender Differences in Confidence during Number-Line Estimation, 2020, Metacognition and Learning
  • Investigating Memory Reactivity with a Within-Participant Manipulation of Judgments of Learning: Support for the Cue-Strengthening Hypothesis, 2021, Memory
  • Successive Relearning: An Underexplored but Potent Technique for Obtaining and Maintaining Knowledge, 2022, Current Directions in Psychological Science

Frequent coauthors include Michelle L. Rivers, Katherine A. Rawson, Jessica L. Janes, Clarissa A. Thompson, and Sabrina Badali.

Common venues where John Dunlosky has published works include:

  • Educational Psychology Review
  • Memory
  • Journal of Intelligence
  • Journal of Experimental Psychology Applied
  • CBE-Life Sciences Education

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

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

    Robert A. Bjork;John Dunlosky;Nate Kornell

  • Metacognition in Educational Theory and Practice

    Douglas J. Hacker;John Dunlosky;Arthur C. Graesser

  • Handbook of Metacognition in Education

    Douglas J. Hacker;John Dunlosky;Arthur C. Graesser

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

    Thomas O. Nelson;John Dunlosky

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

    James P Van Overschelde;Katherine A Rawson;John Dunlosky

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

    John Dunlosky;Katherine A. Rawson

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

    Marissa K. Hartwig;John Dunlosky

  • 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

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

    John Dunlosky;Thomas O. Nelson

  • Metacomprehension A Brief History and How to Improve Its Accuracy

    John Dunlosky;Amanda R. Lipko

  • Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough?

    Katherine A. Rawson;John Dunlosky

  • Age-Related Differences in Absolute but Not Relative Metamemory Accuracy

    Lisa Tabor Connor;John Dunlosky;Christopher Hertzog

  • Utilization of Metacognitive Judgments in the Allocation of Study During Multitrial Learning

    Thomas O. Nelson;John Dunlosky;Aurora Graf;Louis Narens

  • Agenda-based regulation of study-time allocation: When agendas override item-based monitoring.

    Robert Ariel;John Dunlosky;Heather Bailey

  • Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves

    John Dunlosky;Christopher Hertzog

  • Does the Sensitivity of Judgments of Learning (JOLs) to the Effects of Various Study Activities Depend on When the JOLs Occur

    John Dunlosky;Thomas O. Nelson

  • What makes people study more? An evaluation of factors that affect self-paced study.

    John Dunlosky;Keith W Thiede

  • Aging and deficits in associative memory: what is the role of strategy production?

    John Dunlosky;Christopher Hertzog

  • Measuring strategy production during associative learning: The relative utility of concurrent versus retrospective reports

    John Dunlosky;Christopher Hertzog

  • Handbook of Metamemory and Memory

    John Dunlosky;Robert A. Bjork

  • The oxford handbook of metamemory

    John Dunlosky;Sarah K. Tauber

Frequent Co-Authors

Katherine A. Rawson
Katherine A. Rawson Kent State University
Christopher Hertzog
Christopher Hertzog Georgia Institute of Technology
Arthur C. Graesser
Arthur C. Graesser University of Memphis
Thomas O. Nelson
Thomas O. Nelson University of Maryland, College Park
Tomaso Vecchi
Tomaso Vecchi University of Pavia
Robert A. Bjork
Robert A. Bjork University of California, Los Angeles
Michael J. Kane
Michael J. Kane University of North Carolina at Greensboro
Anique B. H. de Bruin
Anique B. H. de Bruin Maastricht University
Elizabeth J. Marsh
Elizabeth J. Marsh Duke University
Larry L. Jacoby
Larry L. Jacoby Washington University in St. Louis

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