Miele, D. B., Son, L. K., Metcalfe, J. (in press). Children’s naive theories of intelligence influence their metacognitive judgments. Child Development.
Metcalfe, J., Eich, T. S., & Miele, D. B. (in press). Metacognition of agency: Proximal action and distal outcome. Experimental Brain Research.
Eitam, B., Miele, D.B., & Higgins, E.T. (in press). Motivated remembering: Remembering as accessibility and accessibility as motivational relevance. In D. Carlston (Ed.) Handbook of Social Cognition. New York: Oxford University Press.
Miele, D. B., Wager, T. D., Mitchell, J. P., & Metcalfe, J. (2011). Dissociating neural correlates of action monitoring and metacognition of agency. Journal of Cognitive Neuroscience, 23, 3620–3636. (PDF)
Miele, D. B., Finn, B., & Molden, D. C. (2011). Does easily learned mean easily remembered? It depends on your beliefs about intelligence. Psychological Science, 22, 320-324. (PDF)
Miele, D. B., & Molden, D. C. (2010). Naive theories of intelligence and the role of processing fluency in
perceived comprehension. Journal of Experimental Psychology: General,
139, 535–557. (PDF)
Miele, D. B., Molden, D. C., & Gardner, W. L. (2009). Motivated comprehension
regulation: Vigilant versus eager metacognitive control. Memory & Cognition, 37, 779-795. (PDF)
Molden, D. C., & Miele, D. B. (2008). The origins and influences of
promotion-focused and prevention-focused achievement motivations. In M. Maehr,
S. Karabenick, & T. Urdan (Eds.), Advances in Motivation and
Achievement: Social Psychological Perspectives on Motivation and Achievement
(Vol. 15, pp. 81–118). Bingley, UK: Emerald. (PDF)
Spillane, J., & Miele, D.B. (2007). Evidence in policy and practice: Some conceptual tools for exploring the terrain. In P. A. Moss (Ed.) 2007 NSSE Yearbook: Evidence and Decision Making (pp. 46-73). Malden, MA: Blackwell.