| Instructor and student knowledge of study strategies K Morehead, MG Rhodes, S DeLozier Memory 24 (2), 257-271, 2016 | 119 | 2016 |
| How much mightier is the pen than the keyboard for note-taking? A replication and extension of Mueller and Oppenheimer (2014) K Morehead, J Dunlosky, KA Rawson Educational Psychology Review 31 (3), 753-780, 2019 | 35 | 2019 |
| Note-taking habits of 21st century college students: implications for student learning, memory, and achievement K Morehead, J Dunlosky, KA Rawson, R Blasiman, RB Hollis Memory 27 (6), 807-819, 2019 | 28 | 2019 |
| Do people use category-learning judgments to regulate their learning of natural categories? K Morehead, J Dunlosky, NL Foster Memory & cognition 45 (8), 1253-1269, 2017 | 12 | 2017 |
| From the laboratory to the classroom: challenges and solutions for conducting memory research in educational contexts J Dunlosky, K Morehead, A Zamary, KA Rawson Handbook of Research Methods in Human Memory, 428-442, 2018 | 4 | 2018 |
| Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis K Morehead, J Dunlosky, KA Rawson, M Bishop, MA Pyc Memory 26 (4), 535-546, 2018 | 3 | 2018 |
| Letting Students Decide what to Study during Category Learning will help their Performance, but only if they make the Right Decisions KE Morehead Kent State University, 2017 | 2 | 2017 |
| Do students make effective decisions when regulating their learning of categories? K Morehead, J Dunlosky Translational Issues in Psychological Science 6 (1), 43, 2020 | 1 | 2020 |
| Sources of Individual Differences in Self-Regulated Category Learning KE Morehead Kent State University, 2019 | | 2019 |
