PUBLICATIONS
- Tullis, J. G., & Feder, B. (in press). The "curse of knowledge" when predicting others' knowledge. Memory & Cogntion. [ PDF ]
- Tullis, J. G., & Fraundorf, S. H. (2022). Selecting effectively contributes to the mnemonic benefits of self-generated cues. Memory & Cogntion. [ PDF ]
- Tullis, J. G., & Goldstone, R. L. (2022). SPeer discussions improve student learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. [ PDF ]
- Tullis, J. G., & Qiu, J. (2022). Generating mnemonics boosts recall of chemistry content. Journal of Experimental Psychology: Applied. [ PDF ]
- Tullis, J. G., & Finley, J. R. (2021). What characteristics make self-generated memory cues effective over time. Memory. [ PDF ]
- Tullis, J. G., & Benjamin, A. S. (2021). The negative reminding effect: Reminding impairs memory for contextual information. Journal of Memory and Language. [ PDF ]
- Peng, Y., & Tullis, J. G. (2021). Dividing attention impacts metacognitive control more than monitoring. Psychonomic Bulletin & Review. [ PDF ]
- Zhang, D., & Tullis, J. G. (2021). Personal reminders: Self-generated reminders boost memory more than normatively related ones. Memory & Cognition. [ PDF ]
- Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications. [ PDF ]
- Tullis, J. G., & Maddox, G. (2020). Self-reported use of retrieval practice varies across age and domain. Metacognition and Learning. [ PDF ]
- Tullis, J. G., (2020). E-learning: The opportunities and challenges of online instruction Routledge Encyclopedia of Education. [ PDF ]
- Peng, Y., & Tullis, J. G. (2019). Theories of intelligence influence self-regulated study choices and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. [ PDF ]
- Tullis, J. G., & Finley, J. R. (2018). Self-generated memory cues: Effective tools for learning, training, and remembering. Policy Insights from the Behavioral and Brain Sciences. [ PDF ]
- Tullis, J. G., (2018). Predicting others' knowledge: Knowledge estimation as cue-utilization. Memory & Cognition. [ PDF ]
- Tullis, J. G., Fiechter, J. L., & Benjamin, A. S. (2018). The efficacy of learners' testing choices. Journal of Experimental Psychology: Learning, Memory, and Cognition. [ PDF ]
- Tullis, J. G., & Fraundorf, S. H. (2017). Predicting others’ memory performance: The accuracy and bases of social metacognition. Journal of Memory and Language. [ PDF ]
- Tullis, J. G., & Goldstone, R. L. (2017). Instruction in computer modeling can support broad application of complex systems knowledge. Frontiers in Education. [ PDF ]
- Tullis, J. G., & Goldstone, R. L. (2016). Comparison versus Remindings Cognitive Research: Principles and Implications. [ PDF ]
- Ryskin, R., Benjamin, A. S., Tullis, J. G., & Brown-Schmidt, S. (2015). Perspective-taking in comprehension, production, and memory: An individual differences approach. Journal of Experimental Psychology: General. [ PDF ]
- Tullis, J. G., Goldstone, R. L., & Hanson, A. J. (2015). Scheduling scaffolding: The extent and arrangement of assistance during training impacts test performance. Journal of Motor Behavior. [ PDF ]
- Tullis, J. G., & Benjamin, A. S. (2015). Cue generation: How learners flexibly support future retrieval. Memory & Cognition. [ PDF ]
- Hourihan, K. L., & Tullis, J. G. (2015). When will bigger be (recalled) better? The influence of category size on JOLs depends on test format. Memory & Cognition. [ PDF ]
- Tullis, J. G., & Benjamin, A. S. (2015). Cueing others' memories. Memory & Cognition. [ PDF ]
- Tullis, J. G., Benjamin, A. S., & Ross, B. H. (2014). The reminding effect: Presentation of associates enhances memory for related words in a list. Journal of Experimental Psychology: General. [ PDF ]
- Tullis, J. G., Benjamin, A. S., & Liu, X. (2014). Self-pacing study of faces of different races: Metacognitive control over study does not eliminate the cross-race recognition effect. Memory & Cognition. [ PDF ]
- Tullis, J. G., Braverman, M., Ross, B. H., & Benjamin, A. S. (2014). Remindings influence the interpretation of ambiguous stimuli. Psychonomic Bulletin & Review. [ PDF ]
- Tullis, J. G., Finley, J. R., & Benjamin, A. S. (2013). Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval. Memory & Cognition . [ PDF ]
- Benjamin, A. S., Tullis, J. G., & Lee, J. H. (2013). Criteria noise in ratings-based recognition: Evidence from the effects of response scale length on recognition accuracy. Journal of Experimental Psychology: Learning, Memory, and Cognition. [ PDF ]
- Tullis, J. G., & Benjamin, A. S. (2012). Consequences of restudy choices in younger and older learners. Psychonomic Bulletin & Review. [ PDF ]
- Tullis, J. G., & Benjamin, A. S. (2012). The effectiveness of updating metacognitive knowledge in the elderly: Evidence from metamnemonic judgments of word frequency. Psychology & Aging. [ PDF ]
- Tullis, J. G., & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of Memory and Language. [ PDF ]
- Benjamin, A. S., & Tullis, J. G. (2010). What makes distributed practice effective? Cognitive Psychology. [ PDF ]
- Finley, J. R., Tullis, J. G., & Benjamin, A. S. (2009). Metacognitive control of learning and remembering. In M. S. Khine & I. M. Saleh (Eds.) New Science of Learning: Cognition, Computers and Collaboration in Education. [ PDF ]