Book
Rhodes, M. G., Cleary, A. M., & DeLosh, E. L. (2020). A Guide to Effective Studying and Learning: Practical Strategies from the Science of Learning. Oxford University Press.
Note that the documents below may be protected by copyright law and subject to the fair use doctrine. By downloading these files, you agree to use the information therein solely for academic research and promise to adhere to all applicable copyright restrictions.
In Press
Carlaw, B., N., Huebert, A. M., McNeely-White, K. L., Rhodes., M. G., & Cleary, A. M. (In press). Detecting the familiar person behind the surgical mask: Recognition without identification among masked faces. Cognitive Research: Principles and Implications. link
Murphy, D., Halamish, V., Rhodes, M. G., & Castel, A. D. (In press). How evaluating memorability can lead to unintended consequences. Metacognition and Learning. pdf
Myers, S. J., Hausman, H., & Rhodes, M. G. (In press.). Testing effects for self-generated versus experimenter-provided questions. Journal of Experimental Psychology: Applied.
2023
Cleary, A. M., & Rhodes, M. G. (2023). The science of learning initiative at Colorado State University. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V.A. Benassi, In Their Own Words: What Scholars Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting (pp. 407-418). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/itow
2022
Beseler, C.L., Hausman, H., Pilgrim, M.E., Chavez, E., & Rhodes, M.G. (2022). Community college instructors’ perception of student success in mathematics. MathAMATYC Educator, 14, 26-33.
Clegg, B. A., Karduna, A., Holen, E., Garcia, J., Rhodes, M. G., & Ortega, F. R. (2022). Multimedia and immersive training materials influence impressions of learning but not learning outcomes. Proceedings of Interservice/Industry Training, Simulation, and Education Conference. link
Holm, A., Hausman, H., & Rhodes, M. G. (2022). Study strategies and “study drugs”: Investigating the relationship between college students’ study behaviors and prescription stimulant misuse. Journal of American College Health, 70, 1094-1103. pdf
Murphy, D. H., Huckins, S. C., Rhodes, M. G., & Castel, A. D. (2022). The effect of perceptual processing fluency and value on metacognition and remembering. Psychonomic Bulletin & Review, 29, 910-921. pdf
Murphy, D., Silaj, K. M., Schwartz, S. T., Rhodes, M. G., & Castel, A. D. (2022). An own-race bias in the categorization and recall of associative information. Memory, 30, 190-205. pdf
2021
Cleary, A. M., McNeely-White, K. L, Hausman, H., Dawson, J., Kuhn, S. et al., Rhodes, M. G. (2021). The spacing effect implemented through wearable technology: Reinforcing learning through spaced smartwatch prompting. Journal of Applied Research in Memory and Cognition, 10, 444-457. pdf
Hausman, H., Myers, S. J., & Rhodes, M. G. (2021). Improving metacognition in the classroom. Zeitschrift fur Psychologie, 229, 89-103. pdf
2020
Castel, A. D., & Rhodes, M. G. (2020). When and why we (sometimes) forget really important things and don’t predict it. In B. Schwartz & A. M. Cleary, Quirks of Memory. New York: Taylor & Francis. pdf
Myers, S., & Rhodes, M. G., & Hausman, H. (2020). Judgments of Learning (JOLs) selectively improve memory depending on the type of test. Memory and Cognition, 48, 745-758. pdf
2019
Oates, J. M., Peynircioğlu, Z. F., & Rhodes, M. G. (2019). The fan effect influences face recognition but does not moderate the own-age bias. Journal of Cognitive Psychology, 31, 691-702. pdf
Rhodes, M. G. (In press). Metamemory. In D. S. Dunn (Ed.), Oxford Bibliographies in Psychology. New York: Oxford University Press. link
Rhodes, M. G. (2019). Metacognition. Teaching of Psychology, 46, 168-175. pdf
Witherby, A. E., Tauber, S. K., Rhodes, M. G., & Castel, A. D. (2019). Aging and forgetting: Forgotten information is perceived as less important than remembered information. Psychology and Aging, 34, 228-241. pdf
2018
Anthenien, A., DeLozier, S. J., Neighbors, C., & Rhodes, M. G. (2018). College student misperceptions of peer study habit use. Social Psychology of Education, 21, 303-322. pdf
Folkstead, J. E., McKernan, B., Train, S., Martey, R., Rhodes, M. G., Kenski, K. et al. (2018). The Temporal Attention Observational (TAO) scale: Development of an instrument to assess attentive behavior sequences during serious gameplay. Technology, Knowledge, and Learning, 23, 65-81. pdf
Hausman, H., & Rhodes, M. G. (2018). When pre-testing fails to enhance learning concepts from reading text. Journal of Experimental Psychology: Applied, 24, 331-346. pdf
Hausman, H., & Rhodes, M. G. (2018). Retrieval activates related words more than presentation. Memory, 26, 1265-1280. pdf
2017
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29, 141-151. pdf
Martey, R. M, Stromer-Galley, J., Shaw, A. McKernan, B. Saulnier, T., Mclaren, E., Rhodes, M. G., et al. (2017). Balancing play and formal training in the design of serious games. Games and Culture, 12, 269-291. pdf
Rhodes, M. G., Witherby, A., Castel, A. D., & Murayama, K. (2017). Explaining the forgetting bias effect on value judgments: The influence of memory for a past test. Memory and Cognition, 45, 362-374. pdf
2016
Morehead, K., Rhodes, M. G., & DeLozier, S. (2016). Instructor and student knowledge of study strategies. Memory, 24, 257-271. pdf
Sitzman, D. M, Rhodes, M. G., & Kornell, N. (2016). The influence of feedback on predictions of memory performance. Memory and Cognition, 44, 1102-1113. pdf
Rhodes, M. G. (2016). Judgments of learning: Methods, data, and theory. In J. Dunlosky and S. K. Tauber (Eds.), The Oxford Handbook of Metamemory (pp. 65-80). New York: Oxford UP. pdf
2015
DeLozier, S., & Rhodes, M. G. (2015). The impact of value-directed remembering on the own-race bias. Acta Psychologica, 154, 62-68. pdf
Loaiza, V. M., Duperreault, K., & Rhodes, M. G. (2015). Long-term semantic representations moderate the effect of attentional refreshing on episodic memory. Psychonomic Bulletin & Review, 22, 274-280. pdf
Loaiza, V. M., Rhodes, M. G., & Anglin, J. (2015). The influence of age-related differences in prior knowledge and attentional refreshing on episodic memory. Journals of Gerontology: Psychological Sciences, 70, 729-736. pdf
Loaiza, V. M., Rhodes, M. G., Camos, V. C., & McCabe, D. P. (In press). Using the Process Dissociation Procedure to estimate recollection and familiarity in working memory: An experimental and individual differences investigation. Journal of Cognitive Psychology, 7, 844-854. pdf
McKernan, B., Martey, R. M., Stromer-Galley, J., Kenski, K., Clegg, B. A., Folkstead, J. E., Rhodes, M. G., et al. (2015). We don't need no stinkin' badges: The impact of reward features and feeling rewarded in educational games. Computers in Human Behavior, 45, 299-306. pdf
Sitzman, D. M., Rhodes M. G., Tauber, S. K., & Liceralde, V. R. T. (2015). Prior knowledge and subjective confidence as predictors of error correction in older and younger adults. Aging, Neuropsychology, and Cognition, 22, 502-516. pdf
Wehe, H. S., Rhodes, M. G., & Seger, C. A. (2015). Undermining student motivation: Evidence for the negative impact of reward. Quarterly Journal of Experimental Psychology, 68, 2125-2130. pdf
2014
Mueller, M., Dunlosky, J., Tauber, S. K., & Rhodes, M. G. (2014). The font-size effect on Judgments of Learning: Does it exemplify fluency effects or reflect people’s beliefs about memory? Journal of Memory and Language, 70, 1-12. pdf
Sitzman, D. M., Rhodes M. G., & Tauber, S. K. (2014). Prior knowledge is more predictive of error correction than subjective confidence. Memory & Cognition, 42, 84-96. pdf
Soderstrom, N. C., & Rhodes, M. G. (2014). Metacognitive illusions can be reduced by monitoring recollection during study. Journal of Cognitive Psychology, 26, 118-126. pdf
2013
Castel, A. D., Rhodes, M. G., & Friedman, M. C. (2013). Predicting memory benefits in the production effect: The use and misuse of self-generated distinctive cues when making Judgments of Learning. Memory & Cognition, 41, 28-35. pdf
Festini, S. B., Hartley, A. A., Tauber, S. K., & Rhodes, M. G. (2013). Assigned value improves memory of proper names. Memory, 21, 557-567. pdf
Kornell, N., & Rhodes, M. G. Feedback reduces the metacognitive benefit of tests. (2013). Journal of Experimental Psychology: Applied, 19, 1-13. pdf
Nomi, J. S., Rhodes, M. G., & Cleary, A. M. (2013). Effect of emotional facial expressions on predictions of identity recognition. Cognition and Emotion, 27, 141-149. pdf
Rhodes, M. G., Sitzman, D. M., & Rowland, C. A. (2013). Monitoring and control of learning own-race and other-race faces. Applied Cognitive Psychology, 27, 553-563. pdf
Tauber, S. K., Dunlosky, J., Rawson, K. A., Rhodes, M. G., & Sitzman, D. M. (2013). General knowledge norms: Updated and expanded from the Nelson and Narens (1980) norms. Behavior Research Methods, 45, 1115-1143. pdf Norms
2012
Castel, A. D., Rhodes, M. G., McCabe, D. P., Soderstrom, N. C., & Loaiza, V. M. (2012). The fate of being forgotten: Information that is initially forgotten is judged as less important. Quarterly Journal of Experimental Psychology, 65, 2281-2287. pdf
Rhodes, M. G., & Anastasi, J. S. (2012). The own-age bias in face recognition: A meta-analytic and theoretical review. Psychological Bulletin, 138, 146-174. pdf
Soderstrom, N. C., McCabe, D. P., & Rhodes, M. G. (2012). Older adults predict more recollective experiences than younger adults. Psychology and Aging, 27, 1082-1088. pdf
Tauber, S. K., & Rhodes M. G. (2012). Multiple bases for young and older adults’ Judgments-of-learning (JOLs) in multitrial learning. Psychology and Aging, 27, 474-483. pdf
Tauber, S. K., & Rhodes M. G. (2012). Measuring memory monitoring with Judgments of Retention Interval (JOR). Quarterly Journal of Experimental Psychology, 65, 1376-1396. pdf
2011
Kornell, N., Rhodes, M. G., Castel, A. D., & Tauber, S. K. (2011). The ease of processing heuristic and the stability bias: Dissociating memory, memory beliefs, and memory judgments. Psychological Science, 22, 787 – 794. pdf
McCabe, D. P., Castel, A. D., & Rhodes, M. G. (2011). The influence of functional brain imaging (fMRI) evidence on juror decision making. Behavioral Sciences & the Law, 29, 566-577. pdf
McCabe, D. P., Geraci, L., Boman, J. K., Sensenig, A. E., Rhodes, M. G. (2011). On the validity of Remember-Know judgments: Evidence from think aloud protocols. Consciousness and Cognition, 20, 1625-1633. pdf
Rhodes, M. G., & Tauber, S. K. (2011). The influence of delaying Judgments of Learning (JOLs) on metacognitive accuracy: A meta-analytic review. Psychological Bulletin, 137, 131-148. pdf
Rhodes, M. G., & Tauber, S. K. (2011) Eliminating the delayed JOL effect: The influence of the veracity of retrieved information on metacognitive accuracy. Memory, 19, 853-870. pdf
Sitzman, D. M. & Rhodes, M. G. (2011). A review of 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behaviors. [Review of the book 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior by S. O. Lilienfeld, S. J. Lynn, J. Ruscio, & B. L. Beyerstein.] Inquiry: Critical Thinking Across the Disciplines, 26, 51-54. pdf
2010
Jacoby, L. L., Wahlheim, C. N., Rhodes, M. G., Daniels, K. A., & Rogers, C. S. (2010). Learning to diminish the effects of proactive interference: Reducing false memory for younger and older adults. Memory & Cognition, 38, 820-829. pdf
Tauber, S. K., & Rhodes, M. G. (2010). Metacognitive errors contribute to the difficulty in remembering proper names. Memory, 18, 522-532. pdf
Tauber, S. K., & Rhodes, M. G. (2010). Are judgments of learning (JOLs) sensitive to the amount of material to-be-remembered? Memory, 18, 351-362. pdf
2009
Rhodes, M. G., & McCabe, D. P. (2009). Expertise makes the world slow down: Judgments of duration are influenced by domain knowledge. Quarterly Journal of Experimental Psychology, 62, 2313-2319. pdf
Rhodes, M. G., & Castel, A. D. (2009). Metacognitive illusions for auditory information: Effects on monitoring and control. Psychonomic Bulletin & Review, 16, 550-554. pdf
Rhodes, M. G. (2009). Age estimation of faces: A review. Applied Cognitive Psychology, 23, 1-12. pdf
2008
Anastasi, J. S., & Rhodes, M. G. (2008). Examining differences in the level of false memories in children and adults using child-normed lists. Developmental Psychology, 44, 889-894. pdf
Rhodes, M. G., & Castel, A. D. (2008). Memory predictions are influenced by perceptual information: Evidence for metacognitive illusions. Journal of Experimental Psychology: General, 137, 615-625. pdf
Rhodes, M. G., & Castel, A. D. (2008). Metacognition and part-set cuing: Can interference be predicted at retrieval? Memory & Cognition, 36, 1429-1438. pdf
Rhodes, M. G., Castel, A. D., & Jacoby, L. L. (2008). Associative recognition of face pairs by younger and older adults: The role of familiarity-based processing. Psychology and Aging, 23, 239-249. pdf
2007
Rhodes, M. G., & Jacoby, L. L. (2007). Toward analyzing cognitive illusions: Past, present, and future. In J. S. Nairne (Ed.), The foundations of remembering: Essays in honor of Henry L. Roediger III (pp. 379-393). New York: Psychology Press. pdf
Rhodes, M. G., & Jacoby, L. L. (2007). On the dynamic nature of response criterion in recognition memory: Effects of base rate, awareness, and feedback. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 305-320. pdf
2006
Jacoby, L. L., & Rhodes, M. G. (2006). False remembering in the aged. Current Directions in Psychological Science, 15, 49-53. pdf
Anastasi, & Rhodes, M. G. (2006). Evidence for an own-age bias in face recognition. North American Journal of Psychology, 8, 237-253. pdf
2005
Rhodes, M. G., & Kelley, C. M. (2005). Executive processes, memory accuracy, and memory monitoring: An aging and individual differences analysis. Journal of Memory and Language, 52, 578-594. pdf
Anastasi, & Rhodes, M. G. (2005). An own-age bias in face recognition for children and older adults. Psychonomic Bulletin & Review, 12, 1043-1047. pdf
Anastasi, J. S., De Leon, A., & Rhodes, M. G. (2005). Normative data for semantically associated Spanish word lists that create false memories. Behavior Research Methods, Instruments, & Computers, 37, 631-637. pdf
Anastasi, J. S., Rhodes, M. G., Marquez, S., & Velino, V. (2005). The incidence of false memories in native and non-native speakers. Memory, 13, 815-828. pdf
Jacoby, L. L., Shimizu, Y., Velanova, K., & Rhodes, M. G. (2005). Age differences in depth of retrieval: Memory for foils. Journal of Memory and Language, 52, 493-504. pdf
Jacoby, L. L., Shimizu, Y., Daniels, K. A., & Rhodes, M. G. (2005). Modes of cognitive control in recognition and source memory: Depth of retrieval. Psychonomic Bulletin & Review, 12, 852-857. pdf
2000-2004
Rhodes, M. G. (2004). Age-related differences in performance on the Wisconsin Card Sorting Task: A meta-analytic review. Psychology and Aging, 19, 482-494. pdf
Rhodes, M. G., & Kelley, C. M. (2003). The ring of familiarity: False familiarity due to rhyming primes in item and associative recognition. Journal of Memory and Language, 48, 581-595. pdf
Kelley, C. M., & Rhodes, M. G. (2002). Making sense and nonsense of experience: Attributions in memory and judgment. In B. Ross (Ed.), The Psychology of Learning & Motivation (pp. 293-320). New York: Academic Press. pdf
Rhodes, M. G., & Anastasi, J. S. (2000). The effect of a levels of processing manipulation on the incidence of false recall. Psychonomic Bulletin & Review, 7, 158-162. pdf
Anastasi, J. S., Rhodes, M. G., & Burns, M. C. (2000). Distinguishing between memory illusions and actual memories utilizing phenomenological measurements and explicit warnings. American Journal of Psychology, 112, 1-26. pdf