Anthenien, A. M., DeLozier, S. J., Neighbors, C., & Rhodes, M. G. (2018). College student normative misperceptions of peer study habit use. Social Psychology of Education, 21, 303-322.

Ben-Eliyahu, A., & Bernacki, M. L. (2015). Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations. Metacognition and Learning, 10, 1-13.

Birnbaum, M. S., Kornell, N., Bjork, E. L., & Bjork, R. A. (2013). Why interleaving enhances inductive learning: The roles of discrimination and retrieval. Memory & Cognition, 41, 392-402.

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). New York, NY: Worth Publishers.

Bjork, E. L., de Winstanley, P. A., & Storm, B. C. (2007). Learning how to learn: Can experiencing the outcome of different encoding strategies enhance subsequent encoding?. Psychonomic Bulletin & Review, 14, 207-211.

Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press.

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444.

Bjorklund, D. F., & Buchanan, J. J. (1989). Developmental and knowledge base differences in the acquisition and extension of a memory strategy. Journal of Experimental Child Psychology, 48, 451-471.

Brigham, M. C., & Pressley, M. (1988). Cognitive monitoring and strategy choice in younger and older adults. Psychology and Aging, 3, 249-257.

Brown, A. L., Smiley, S. S., & Lawton, S. Q. (1978). The effects of experience on the selection of suitable retrieval cues for studying texts. Child Development, 49, 829-835.

Burnett, A., & Bodner, G. (2013). Generating Better Readers and/or Generators Across Two Study-Test Blocks. Canadian Journal of Experimental Psychology, 67, 292-293.

Carvalho, P. F., Braithwaite, D. W., de Leeuw, J. R., Motz, B. A., & Goldstone, R. L. (2016). An in vivo study of self-regulated study sequencing in introductory psychology courses. PloS one, 11(3), e0152115.

Carvalho, P. F., & Goldstone, R. L. (2014). Putting category learning in order: Category structure and temporal arrangement affect the benefit of interleaved over blocked study. Memory & Cognition, 42, 481-495.

DeWinstanley, P. A., & Bjork, E. L. (2004). Processing strategies and the generation effect: Implications for making a better reader. Memory & Cognition, 32, 945-955.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4-58.

Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York. NY: Academic Press.

Guzman-Munoz, F. J. (2017). The advantage of mixing examples in inductive learning: A comparison of three hypotheses. Educational Psychology, 37, 421-437.

Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement?. Psychonomic Bulletin & Review, 19, 126-134.

Kang, S. H., & Pashler, H. (2012). Learning painting styles:Spacing is advantageous when it promotes discriminative contrast. Applied Cognitive Psychology, 26, 97-103.

Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”?. Psychological Science, 19, 585-592.

Kornell, N., Castel, A. D., Eich, T. S., & Bjork, R. A. (2010). Spacing as the friend of both memory and induction in young and older adults. Psychology and Aging, 25, 498-503.

Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 609-622.

Lee, H. S., & Ahn, D. (2018). Testing prepares students to learn better: The forward effect of testing in category learning. Journal of Educational Psychology, 110, 203-217.

Lee, H., & Ha, H. (2019). Metacognitive judgments of prior material facilitate the learning of new material: The forward effect of metacognitive judgments in inductive learning. Journal of Educational Psychology, 111. 1189-1201.

McCabe, J. (2011). Metacognitive awareness of learning strategies in undergraduates. Memory & Cognition, 39, 462-476.

McCabe, J. A. (2018). What Learning Strategies Do Academic Support Centers Recommend to Undergraduates?. Journal of Applied Research in Memory and Cognition, 7, 143-153.

Mitchum, A. L., Kelley, C. M., & Fox, M. C. (2016). When asking the question changes the ultimate answer:Metamemory judgments change memory. Journal of Experimental Psychology: General, 145, 200-219.

Morehead, K., Dunlosky, J., & Foster, N. L. (2017). Do people use category-learning judgments to regulate their learning of natural categories?. Memory & Cognition, 45, 1253-1269.

Morehead, K., Rhodes, M. G., & DeLozier, S. (2016). Instructor and student knowledge of study strategies. Memory, 24, 257-271.

Pastötter, B., & Bäuml, K. H. T. (2014). Retrieval practice enhances new learning: The forward effect of testing. Frontiers in Psychology, 5, 286-290.

Patel, R., Liu, R., & Koedinger, K. (2016). When to block versus interleave practice? Evidence against teaching fraction addition before fraction multiplication. In A. Papafragou, D. Grodner, D. Mirman, & J. C. Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 2069-2074). Austin, TX: Cognitive Science Society.

Pressley, M., & Ghatala, E. S. (1989). Metacognitive benefits of taking a test for children and young adolescents. Journal of Experimental Child Psychology, 47, 430-450.

Pressley, M., Levin, J. R., & Ghatala, E. S. (1984). Memory strategy monitoring in adults and children. Journal of Verbal Learning and Verbal Behavior, 23, 270-288.

Pressley, M., Levin, J. R., & Ghatala, E. S. (1988). Strategy-comparison opportunities promote long-term strategy use. Contemporary Educational Psychology, 13, 157-168.

Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330, 335-335.

Rabinowitz, M., Freeman, K., & Cohen, S. (1992). Use and maintenance of strategies: The influence of accessibility to knowledge. Journal of Educational Psychology, 84, 211-218.

Rabinowitz, M., & McAuley, R. (2014). The effects of ease of processing on the use and perception of strategies. Journal of Cognitive Psychology, 26, 919-927.

Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107, 900-908.

Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35, 481-498.

Sahakyan, L., Delaney, P. F., & Kelley, C. M. (2004). Self-evaluation as a moderating factor of strategy change in directed forgetting benefits. Psychonomic Bulletin & Review, 11, 131-136.

Tauber, S. K., Dunlosky, J., Rawson, K. A., Wahlheim, C. N., & Jacoby, L. L. (2013). Self-regulated learning of a natural category: Do people interleave or block exemplars during study?. Psychonomic Bulletin & Review, 20, 356-363.

Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. S. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 85-106). New York, NY: Routledge.

Vlach, H. A., & Kalish, C. W. (2014). Temporal dynamics of categorization: Forgetting as the basis of abstraction and generalization. Frontiers in Psychology, 5, 1021-1029.

Woolley, K. E., Huang, T., & Rabinowitz, M. (2019). The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving. Contemporary Educational Psychology, 56, 91-105.

Yan, V. X., Bjork, E. L., & Bjork, R. A. (2016). On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit. Journal of Experimental Psychology:General, 145, 918-933.

Yan, V. X., Soderstrom, N. C., Seneviratna, G. S., Bjork, E. L., & Bjork, R. A. (2017). How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions. Journal of Experimental Psychology:Applied, 23, 403-416.

Yang, C., Potts, R., & Shanks, D. R. (2018). Enhancing learning and retrieval of new information: A review of the forward testing effect. NPJ Science of Learning, 3(1), 8-16.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.

Zulkiply, N., McLean, J., Burt, J. S., & Bath, D. (2012). Spacing and induction: Application to exemplars presented as auditory and visual text. Learning and Instruction, 22, 215-221.