| What makes distributed practice effective? AS Benjamin, J Tullis Cognitive psychology 61 (3), 228-247, 2010 | 454 | 2010 |
| On the effectiveness of self-paced learning JG Tullis, AS Benjamin Journal of memory and language 64 (2), 109-118, 2011 | 389 | 2011 |
| Metacognitive control of learning and remembering JR Finley, JG Tullis, AS Benjamin New science of learning: Cognition, computers and collaboration in education …, 2010 | 160* | 2010 |
| Why does peer instruction benefit student learning? JG Tullis, RL Goldstone Cognitive research: principles and implications 5, 1-12, 2020 | 159 | 2020 |
| Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval JG Tullis, JR Finley, AS Benjamin Memory & cognition 41, 429-442, 2013 | 156 | 2013 |
| Perspective-taking in comprehension, production, and memory: An individual differences approach. RA Ryskin, AS Benjamin, J Tullis, S Brown-Schmidt Journal of Experimental Psychology: General 144 (5), 898, 2015 | 104 | 2015 |
| Consequences of restudy choices in younger and older learners JG Tullis, AS Benjamin Psychonomic Bulletin & Review 19, 743-749, 2012 | 63 | 2012 |
| The efficacy of learners’ testing choices. JG Tullis, JL Fiechter, AS Benjamin Journal of Experimental Psychology: Learning, Memory, and Cognition 44 (4), 540, 2018 | 61 | 2018 |
| Self-pacing study of faces of different races: Metacognitive control over study does not eliminate the cross-race recognition effect JG Tullis, AS Benjamin, X Liu Memory & cognition 42, 863-875, 2014 | 56 | 2014 |
| Criterion noise in ratings-based recognition: evidence from the effects of response scale length on recognition accuracy. AS Benjamin, JG Tullis, JH Lee Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (5), 1601, 2013 | 55 | 2013 |
| The effectiveness of updating metacognitive knowledge in the elderly: evidence from metamnemonic judgments of word frequency. JG Tullis, AS Benjamin Psychology and Aging 27 (3), 683, 2012 | 55 | 2012 |
| The reminding effect: presentation of associates enhances memory for related words in a list. JG Tullis, AS Benjamin, BH Ross Journal of Experimental Psychology: General 143 (4), 1526, 2014 | 52 | 2014 |
| Self-reported use of retrieval practice varies across age and domain JG Tullis, GB Maddox Metacognition and Learning 15 (2), 129-154, 2020 | 46 | 2020 |
| Predicting others’ memory performance: The accuracy and bases of social metacognition JG Tullis, SH Fraundorf Journal of Memory and Language 95, 124-137, 2017 | 40 | 2017 |
| Cueing others’ memories JG Tullis, AS Benjamin Memory & cognition 43, 634-646, 2015 | 37 | 2015 |
| Predicting others’ knowledge: Knowledge estimation as cue utilization JG Tullis Memory & cognition 46 (8), 1360-1375, 2018 | 32 | 2018 |
| Cue generation: How learners flexibly support future retrieval JG Tullis, AS Benjamin Memory & Cognition 43, 922-938, 2015 | 31 | 2015 |
| Theories of intelligence influence self-regulated study choices and learning. Y Peng, JG Tullis Journal of Experimental Psychology: Learning, Memory, and Cognition 46 (3), 487, 2020 | 23 | 2020 |
| Remindings influence the interpretation of ambiguous stimuli JG Tullis, M Braverman, BH Ross, AS Benjamin Psychonomic bulletin & review 21, 107-113, 2014 | 23 | 2014 |
| Dividing attention impairs metacognitive control more than monitoring Y Peng, JG Tullis Psychonomic Bulletin & Review 28 (6), 2064-2074, 2021 | 19 | 2021 |
Aaron S. BenjaminProfessor of Psychology, University of Illinois Urbana-Champaign在 illinois.edu 的电子邮件经过验证
