| Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. R Ariel, J Dunlosky, H Bailey Journal of Experimental Psychology: General 138 (3), 432, 2009 | 352 | 2009 |
| Self-regulated learning and the allocation of study time J Dunlosky, R Ariel Psychology of learning and motivation 54, 103-140, 2011 | 203 | 2011 |
| Improving self-regulated learning with a retrieval practice intervention. R Ariel, JD Karpicke Journal of Experimental Psychology: Applied 24 (1), 43, 2018 | 154 | 2018 |
| Eyes wide open: Enhanced pupil dilation when selectively studying important information R Ariel, AD Castel Experimental brain research 232, 337-344, 2014 | 125 | 2014 |
| The influence of agenda-based and habitual processes on item selection during study. J Dunlosky, R Ariel Journal of Experimental Psychology: Learning, Memory, and Cognition 37 (4), 899, 2011 | 74 | 2011 |
| When do learners shift from habitual to agenda-based processes when selecting items for study? R Ariel, J Dunlosky Memory & Cognition 41, 416-428, 2013 | 70 | 2013 |
| Habitual reading biases in the allocation of study time R Ariel, IS Al-Harthy, CA Was, J Dunlosky Psychonomic Bulletin & Review 18, 1015-1021, 2011 | 69 | 2011 |
| The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting R Ariel, J Dunlosky Memory & Cognition 39, 171-184, 2011 | 69 | 2011 |
| Age-related associative memory deficits in value-based remembering: The contribution of agenda-based regulation and strategy use. R Ariel, J Price, C Hertzog Psychology and Aging 30 (4), 795, 2015 | 59 | 2015 |
| People use the memory for past-test heuristic as an explicit cue for judgments of learning MJ Serra, R Ariel Memory & Cognition 42, 1260-1272, 2014 | 55 | 2014 |
| Learning what to learn: the effects of task experience on strategy shifts in the allocation of study time. R Ariel Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (6), 1697, 2013 | 53 | 2013 |
| Do judgments of learning directly enhance learning of educational materials? R Ariel, JD Karpicke, AE Witherby, SK Tauber Educational Psychology Review 33 (2), 693-712, 2021 | 41 | 2021 |
| Test framing generates a stability bias for predictions of learning by causing people to discount their learning beliefs R Ariel, JC Hines, C Hertzog Journal of Memory and Language 75, 181-198, 2014 | 35 | 2014 |
| Are there sex differences in confidence and metacognitive monitoring accuracy for everyday, academic, and psychometrically measured spatial ability? R Ariel, NA Lembeck, S Moffat, C Hertzog Intelligence 70, 42-51, 2018 | 33 | 2018 |
| Age-related similarities and differences in monitoring spatial cognition R Ariel, SD Moffat Aging, Neuropsychology, and Cognition 25 (3), 351-377, 2018 | 33 | 2018 |
| The ties to unbind: age-related differences in feature (un) binding in working memory for emotional faces D Pehlivanoglu, S Jain, R Ariel, P Verhaeghen Frontiers in Psychology 5, 76168, 2014 | 26 | 2014 |
| Does the Cognitive Reflection Test actually capture heuristic versus analytic reasoning styles in older adults? C Hertzog, RM Smith, R Ariel Experimental aging research 44 (1), 18-34, 2018 | 23 | 2018 |
| Agenda-based regulation of study-time allocation J Dunlosky, R Ariel, KW Thiede Constructions of remembering and metacognition: Essays in Honour of Bruce …, 2011 | 19 | 2011 |
| Contribution of degraded perception and insufficient encoding to decisions to mass or space study R Ariel, J Dunlosky, TC Toppino Experimental psychology, 2014 | 11 | 2014 |
| Children’s agenda-based regulation: The effects of prior performance and reward on elementary school children’s study choices S Lipowski, R Ariel, SK Tauber, J Dunlosky Journal of Experimental Child Psychology 164, 55-67, 2017 | 10 | 2017 |
