Published works:

Note that documents on this page 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.

You can view my Google Scholar profile here

Redifer, J. L. Myers, S. J., Bae, C. L., Naas, A., & Scott, A. (invited revision). Testing the testing effect with advanced materials while accounting for individual differences.

Huebert, A. M., Myers, S. J., & Cleary, A. M. (2025). Experimental evidence that illusory feelings of prediction can be caused by familiarity detection. Consciousness and Cognition, 133, 103904. https://doi.org/10.1016/j.concog.2025.103904

Bates, L. E., Myers, S. J., DeLosh, E. L., & Rhodes, M. G. (2025). The learning benefits of mastery quizzing versus other quizzing methods. Psychology Learning and Teaching, 24(1), 74-91. https://doi.org/10.1177/14757257241301733

Myers, S. J., Rhodes, M. G., & Loaiza, V. M. (2024). Judgments of learning (JOLs) impact item memory but not source memory: Insights into JOL reactivity using a multinomial model. Journal of Experimental Psychology: Learning, Memory, & Cognition, 51(6), 1004-1021. https://doi.org/10.1037/xlm0001176

Chan, J. C. K., Davis, S. D., Yurtsever, A., & Myers, S. J. (2024). The magnitude of the testing effect is independent of retrieval practice performance. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0001593 

Myers, S. J., Hausman, H., & Rhodes, M. G. (2024). Testing effects for self-generated versus experimenter-provided questions. Journal of Experimental Psychology: Applied, 30(2), 241. https://doi.org/10.1037/xap0000487

Stoa, R., Myers, S. J., & Fisher, G. G. (2022). Zoomed in or zoned out? Attitudes among students in an online vs hybrid research methods course. Teaching Tips: A Compendium of Conference Presentations on Teaching, 2021-22.

Myers, S. J., Davis, S. D., & Chan, J. C. K. (2021). Does expressive writing or an instructional intervention reduce the impacts of test anxiety in a college classroom? Cognitive Research: Principles and Implications, 6(1), 1-22. http://dx.doi.org/10.1186/s41235-021-00309-x

Hausman, H., Myers, S. J., & Rhodes, M. G. (2021). Improving metacognition in the classroom. Zeitschrift für Psychologie, 229, 89-103. http://dx.doi.org/10.1027/2151-2604/a000440

Myers, S. J., Rhodes, M. G., & Hausman, H. E. (2020). Judgments of learning (JOLs) selectively improve memory depending on the type of test. Memory and Cognition, 48(5), 745-758. http://dx.doi.org/10.3758/s13421-020-01025-5

Cleary, A. M., & Myers, S. J. (2019). Course grade rescue kit: A rapid science-based learning intervention. Amazon KDP. https://www.amazon.com/Course-Grade-Rescue-Kit-Science-based/dp/1084194988

Myers, S. J., Colpoys, J. D., Sholar, J., Gabler, N., Millman, S., & Johnson, A. (2015). Barrow and gilt vocalizations during a human approach test. (Animal Industry Report R3018). http://lib.dr.iastate.edu/ans_air/vol661/iss1/