Publications

Rivers, M. L., Babineau, A. L., Neely, K. P. & Tauber, S. K. (2025). How do students and faculty consider numerical ratings and comments about daily quizzing when interpreting student evaluations of teaching? Teaching of Psychology, 52(1), 86-97.  [PDF | Data and materials]

Morris, B., Cason, J., Asaro, K., Zhang, K., Rivers, M.L., Owens, W., & Dunlosky, J. (2024). Learning the control-of-variables strategy during an informal science lesson on popping popcorn. International Journal of Science Education, 47(1), 45-64. [PDF | Supplemental materials]

Rivers, M. L., Dunlosky, J., Janes, J. L., Witherby, A. E., & Tauber, S. K. (2023). Judgments of learning enhance recall for category-cued but not letter-cued Items. Memory & Cognition, 51, 1547-1561. [PDF | Data and materials]

Rivers, M. L., Janes, J. L., Dunlosky, J., Witherby, A. E., & Tauber, S. K. (2023). Exploring the role of attentional reorienting in the reactive effects of judgments of learning on memory performance. Journal of Intelligence, 11(8), 164. [PDF | Data and materials]

Pan, S. C. & Rivers, M. L. (2023). Metacognitive awareness of the pretesting effect improves with self-regulation support. Memory & Cognition, 51(6), 1461-1480. [PDF | Preregistrations, data, and materials]

Rivers, M. L. (2023). Test experience, direct instruction, and their combination promote accurate beliefs about the testing effect. Journal of Intelligence, 11(7), 147. [PDF |Data]

Rivers, M. L., Dunlosky, J., & McLeod, M. (2022). What constrains people's ability to learn about the testing effect through task experience? Memory, 30(10), 1387-1404. [PDF | Preregistrations, data, and materials]

Rivers, M. L. (2021). Metacognition about practice testing: A review of learners’ beliefs, monitoring, and control of test-enhanced learning. Educational Psychology Review, 33, 823-862. [PDF]

Rivers, M. L. & Dunlosky, J. (2021). Are test-expectancy effects better explained by changes in encoding strategies or differential test experience? Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(2), 195-207. [PDF | Data and materials]

Rivers, M. L., Fitzsimmons, C. J., Fisk, S. R., Dunlosky, J., & Thompson, C. A. (2021). Gender differences in confidence during number-line estimation. Metacognition and Learning, 16, 157-178. [PDF]

Rivers, M. L., Janes, J., & Dunlosky, J. (2021). Investigating memory reactivity with a within-participant manipulation of judgments of learning: Support for the cue-strengthening hypothesis. Memory, 29(10), 1342-1353. [PDF | Data and materials]

Dunlosky, J., Badali, S., Rivers, M. L., & Rawson, K. (2020). The role of effort in understanding educational achievement: Objective effort as an explanatory construct versus effort as a student perception [Commentary]. Educational Psychology Review, 32(4), 1163-1175.  [PDF]

Rivers, M. L., Dunlosky, J. & Persky, A. (2020). Measuring students’ metacognitive knowledge and beliefs, monitoring, and control  in the pharmacy classroom and experiential settings. American Journal of Pharmaceutical Education, 84(5), 549-560. [PDF]

Bowman, N. A., Bell, Z. E., Rivers, M. L., & Soicher, R. N. (2020). Using psychological science to improve higher education [Editorial]. Translational Issues in Psychological Science, 6(2), 93–96. [PDF]

Rivers, M. L., Dunlosky, J., & Joynes, R. (2019). The contribution of classroom exams to formative evaluation of concept-level knowledge. Contemporary Educational Psychology, 101806. [PDF]

Janes, J. L., Rivers, M. L., & Dunlosky, J. (2018). The influence of making judgments of learning on memory performance: Positive, negative, or both? Psychonomic Bulletin & Review, 25(6), 2356-2364. [PDF]

Storm, B. C., Hickman, M. L., & Bjork, E. L. (2016). Improving encoding strategies as a function of test knowledge and experience. Memory & Cognition, 44, 660-670. [PDF]

Storm, B. C., & Hickman, M. L. (2015). Mental fixation and metacognitive predictions of insight in creative problem solving. Quarterly Journal of Experimental Psychology, 68, 802-813. [PDF]