| Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology J Dunlosky, KA Rawson, EJ Marsh, MJ Nathan, DT Willingham Psychological Science in the Public interest 14 (1), 4-58, 2013 | 4688 | 2013 |
| Self-regulated learning: Beliefs, techniques, and illusions RA Bjork, J Dunlosky, N Kornell Annual review of psychology 64 (1), 417-444, 2013 | 1954 | 2013 |
| Metacognition J Dunlosky, J Metcalfe Sage Publications, 2008 | 1653 | 2008 |
| Metacognition in educational theory and practice DJ Hacker, J Dunlosky, AC Graesser Routledge, 1998 | 976 | 1998 |
| When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “delayed-JOL effect” TO Nelson, J Dunlosky Psychological Science 2 (4), 267-271, 1991 | 964 | 1991 |
| Category norms: An updated and expanded version of the norms JP Van Overschelde, KA Rawson, J Dunlosky Journal of memory and language 50 (3), 289-335, 2004 | 802 | 2004 |
| Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention J Dunlosky, KA Rawson Learning and Instruction 22 (4), 271-280, 2012 | 794 | 2012 |
| Handbook of metacognition in education DJ Hacker, J Dunlosky, AC Graesser Routledge, 2009 | 770 | 2009 |
| Study strategies of college students: Are self-testing and scheduling related to achievement? MK Hartwig, J Dunlosky Psychonomic bulletin & review 19, 126-134, 2012 | 678 | 2012 |
| Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. KW Thiede, J Dunlosky Journal of experimental psychology: Learning, Memory, and Cognition 25 (4), 1024, 1999 | 628 | 1999 |
| Metacomprehension: A brief history and how to improve its accuracy J Dunlosky, AR Lipko Current Directions in Psychological Science 16 (4), 228-232, 2007 | 588 | 2007 |
| Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect J Dunlosky, TO Nelson Memory & cognition 20, 374-380, 1992 | 575 | 1992 |
| Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? KA Rawson, J Dunlosky Journal of Experimental Psychology: General 140 (3), 283, 2011 | 378 | 2011 |
| Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. R Ariel, J Dunlosky, H Bailey Journal of Experimental Psychology: General 138 (3), 432, 2009 | 376 | 2009 |
| Age-related differences in absolute but not relative metamemory accuracy. LT Connor, J Dunlosky, C Hertzog Psychology and aging 12 (1), 50, 1997 | 371 | 1997 |
| Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur? J Dunlosky, TO Nelson Journal of Memory and Language 33 (4), 545-565, 1994 | 370 | 1994 |
| Utilization of metacognitive judgments in the allocation of study during multitrial learning TO Nelson, J Dunlosky, A Graf, L Narens Psychological Science 5 (4), 207-213, 1994 | 367 | 1994 |
| What makes people study more? An evaluation of factors that affect self-paced study J Dunlosky, KW Thiede Acta psychologica 98 (1), 37-56, 1998 | 349 | 1998 |
| Training programs to improve learning in later adulthood: Helping older adults educate themselves J Dunlosky, C Hertzog Metacognition in educational theory and practice, 249-275, 1998 | 338 | 1998 |
| Encoding fluency is a cue used for judgments about learning. C Hertzog, J Dunlosky, AE Robinson, DP Kidder Journal of Experimental Psychology: Learning, Memory, and Cognition 29 (1), 22, 2003 | 297 | 2003 |
