Research
Knowing how to assess and manage one’s own learning is critical for becoming an efficient and effective learner in higher education and across the lifespan. However, research suggests that learners are prone to developing incorrect beliefs about how we learn best (Bjork, Dunlosky, & Kornell, 2013). Thus, the three primary aims of my research are to (1) identify, (2) develop, and (3) describe the underlying cognitive mechanisms of techniques that improve self-regulated learning and metacognition for learners of all backgrounds. To accomplish these aims, I conduct rigorous laboratory experiments, applied classroom studies, and large-scale analyses of existing data to provide a multifaceted understanding of learning processes in a variety of educational contexts.
Ongoing projects include:
Identifying the theoretical underpinnings of effective learning strategies
Evaluating theoretical explanations for the reactive effects of monitoring learning on memory performance (Janes, Rivers, & Dunlosky, 2018; Rivers, Dunlosky, Janes, Witherby, & Tauber, 2023; Rivers, Janes, Dunlosky, Witherby, & Tauber, 2023; Rivers, Janes, & Dunlosky, 2021) and the role of response format on the effectiveness of retrieval practice (Rivers, Northern, & Tauber, under review) and answering prequestions before reading (Rivers, Pan, Berdelis, & Tauber, in preparation).
Investigating the role of test experience in promoting accurate metacognition
Exploring the conditions under which tests can offer insight into one's own knowledge (Rivers, Dunlosky, & Joynes, 2019) and the effectiveness of various learning strategies, such as generating words in a text passage using contextual cues (Storm, Hickman (Rivers), & Bjork, 2016), making associations between related words (Rivers & Dunlosky, 2021), pretesting (Pan & Rivers, 2023), and recalling information from memory (Rivers, Dunlosky, & McLeod, 2022).
Promoting effective self-regulated learning
Identifying the primary barriers to the adoption and continued use of effective learning strategies -- such as incomplete knowledge about strategies and perceived mental effort (Dunlosky, Badali, Rivers, & Rawson, 2020; Rivers, 2021) -- and addressing such barriers through various interventions (Rivers, 2023).