Publications

Journal Articles

1.  Ariel, R., Babineau, A. L., & Tauber, S. K. (in press). Teaching older adults to use retrieval practice improves their self-regulated learning. Aging, Neuropsychology, & Cognition. [Link] [Data and Materials]

2. Tauber, S. K., & Ariel, R. (2023). Emerging trends in research on self-regulated learning and implications for education: An introduction to the special issue, In S. K. Tauber & R. Ariel (Eds.) Special Issue on Building a Knowledgeable Student: Emerging Trends in Research on Self-Regulated Learning and Implications for Education, Journal of Intelligence, 11:52, 1-3. [Link]

3. Babineau, A. L. Witherby, A. E., Ariel, R., Pelch, M. A., & Tauber, S. K. (2022). Do domain knowledge and retrieval practice predict students' study order decisions? In S. K. Tauber & R. Ariel (Eds.) Special Issue on Building a Knowledgeable Student: Emerging Trends in Research on Self-Regulated Learning and Implications for Education, Journal of Intelligence, 10:122, 1-20. [Link]

4. Ariel, R., Karpicke, J. D., Witherby, A. E., & Tauber, S. K. (2021). Do judgments of learning directly enhance learning of educational materials? Educational Psychology Review. [Link] [Data] [Materials]

5. Ariel, R., & Karpicke, J. D. (2018). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 24, 43-56. [Link]

6. Ariel, R., Lembeck, N., Moffat, S., & Hertzog, H. (2018). Are there sex differences in confidence and metacognitive monitoring accuracy for everyday, academic, and psychometrically measured spatial ability? Intelligence, 70, 42-51. [Link]

7. Ariel, R., & Moffat, S. (2018). Age-related similarities and differences in monitoring spatial cognition. Aging, Neuropsychology, & Cognition, 25, 351-377. [Link] 

8. Hertzog, H., Smith, R. M., & Ariel, R. (2018). Does the cognitive reflection test actually capture heuristic vs. analytic reasoning in older adults? Experimental Aging Research, 44:1, 18-34.  [Link]

9. Lipowski, S. Ariel. R. Tauber, S. K. U. & Dunlosky, J. (2017). Children's agenda-based regulation during study-time allocation: The effects of prior experience and rewards on elementary school children's study choices. Journal of Experimental Child Psychology, 164, 55-67. [Link]

10. Ariel, R., Price, J., & Hertzog, H. (2015). Age-related associate memory differences in value-based remembering: The contribution of agenda-based regulation and strategy use. Psychology & Aging, 30,  795-808. [Link]

11. Ariel, R., Hines, J. C., & Hertzog, H. (2014). Test framing generates a stability bias for predictions of learning by causing people to discount their learning beliefs.  Journal of Memory and Language, 75, 181-198. [Link]

12. Serra, M. J., & Ariel, R. (2014). People use the memory for past test heuristic as an explicit cue for judgments-of-learning. Memory & Cognition. [Link]

13. Ariel, R., & Castel, A. D. (2014).  Eyes wide open: Enhanced pupil dilation when selectivity studying important information.  Experimental Brain Research, 232, 337-344. [Link]

14. Ariel, R., Dunlosky, J., & Toppino, T. C. (2014). Contribution of degraded perception and insufficient encoding on decisions to mass or space study. Experimental Psychology, 61, 110-117.[Link]

15. Pehlivanoglu, D., Jain, S., Ariel, R. & Verhaeghen, P. (2014).  The ties to unbind: Age- related differences in feature (un)binding in working memory for emotional faces. Frontiers in Emotion Science, 5: 253, 1-13. [Link]

16. Ariel, R. (2013).  Learning what to learn: The effects of task experience on strategy shifts in the allocation of study time.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1697-1711. [Link]

17. Ariel, R., & Dunlosky, J. (2013).  When do learners shift from habitual-based to agenda-based processes when selecting items for study? Memory & Cognition, 41, 416-428.  [Link]

18. Ariel, R., Al-Harthy, I. S., Was., C. A., & Dunlosky, J. (2011). Habitual reading biases in the allocation of  study time. Psychonomic Bulletin & Review, 18, 1015-1021.  [Link]

19. Dunlosky, J., & Ariel, R. (2011). The influence of agenda-based and habitual processes on item selection during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 899-912.  [Link]

20. Ariel, R., & Dunlosky, J. (2011).  The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting. Memory & Cognition, 39, 171-184.  [Link]

21. Ariel, R., Dunlosky, J., & Bailey, H. (2009).  Agenda-based regulation of study-time allocation: When  agendas override item-based monitoring.  Journal of Experimental Psychology: General, 138, 432-447.   [Link]

Book Chapters

1. Dunlosky, J., & Ariel, R. (2011). Self-regulated learning and the allocation of study time. In the Ross, B. (Eds.) Psychology of Learning and Motivation, Vol 54. (pp. 101- 138).   [Link]

2. Dunlosky, J., Ariel, R., & Thiede, K. W. (2011). Agenda-based regulation of study-time allocation.  In P. A. Higham  & J. P. Leboe (Eds.) Constructions of Remembering and Metacognition: Essays in honour of  Bruce Whittlesea (pp. 182 –198). Basingstoke: Palgrave MacMillan.  [Link]