Research
Our interrelated lines of research contribute to theories in cognition, development, and education. We investigate factors that impact student learning, learning environments, and educators' experiences. This includes students' self-regulated learning and metacognitive processes in human memory and concept formation. We are also invested in evaluating how these processes function for learners across a lifetime. Below are examples of recent publications in each of these lines of work (see the Publications tab for a full list of papers).
Student Learning, Learning Environments, and Teachers' Experiences
Recent Overviews
Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students' (mis)judgments of learning and teaching effectiveness. Journal of Applied Research in Memory and Cognition, 9, 137-151. [PDF] Response to replies: pages 181-185 of same issue.
Witherby, A. E., & Tauber, S. K. (2019). The current status of students' note-taking: Why and how do students take notes? Journal of Applied Research in Memory and Cognition, 8, 139-153. [PDF]
Finn, B., & Tauber, S.K. (2015). When confidence is not a signal of knowing: How students experiences and beliefs about processing fluency can lead to miscalibrated confidence, Educational Psychology Review, 27, 567-586. [PDF]
Study Strategies
Tauber, S. K., Witherby, A. E., Dunlosky, J., Rawson, K. A., Putnam, A. L., & Roediger, H. L. (2018). Does covert retrieval benefit learning of key-term definitions? Journal of Applied Research in Memory and Cognition, 7, 106-115. [PDF]
Tauber, S. K., Dunlosky, J., & Rawson, K. A. (2015). The influence of retrieval practice versus delayed judgments of learning on memory: Resolving a memory-metamemory paradox. Experimental Psychology, 62, 254-263. [PDF]
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. [PDF]
Self-Regulated Learning and Metacognition
Recent Overviews
Dunlosky, J. & Tauber, S. K. (Eds.). (2016). The Oxford Handbook of Metamemory. New York: NY: Oxford University Press.
Dunlosky, J., Mueller, M. K., & Tauber, S. K. (2015). The contribution of subjective fluency and theories of memory to people's judgments of memory. In D. S. Lindsay, C. M. Kelley, A. P. Yonelinas, & H. L. Roediger III (Eds.) Remembering: Attributions, processes, and control in human memory: Papers in honour of Larry L. Jacoby (pp. 46-64). New York: Psychology Press.
Cue Effects
Tauber, S. K., Witherby, A. E., & Dunlosky, J. (2019). Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs. Memory & Cognition, 47, 1102-1119. [PDF]
Witherby, A. E., & Tauber, S. K. (2018). Monitoring of learning for emotional faces: How do fine-grained categories of emotion influence participants' judgments of learning and beliefs about memory? Cognition and Emotion, 32, 860-866. [PDF]
Witherby, A. E., & Tauber, S. K. (2017). The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs. Memory & Cognition, 45, 639-650. [PDF]
Direct Effect of Judgments of Learning on Actual Learning
Ariel, R., Karpicke, J. D., Witherby, A. E., & Tauber, S. K. (In Press). Do judgments of learning directly enhance learning of educational materials? Educational Psychology Review.
Tauber, S. K., & Witherby, A. E. (2019). Do judgments of learning modify older adults' actual learning? Psychology and Aging, 34, 836-847. [PDF]
Witherby, A. E., & Tauber, S. K. (2017). The influence of judgments of learning on long-term learning and short-term performance. Journal of Applied Research in Memory and Cognition, 6, 496-503. [PDF]
Cognitive Aging
Recent Overview
Tauber, S. K., & Witherby, A. E. (2016). Metacognition in older adulthood. In N. A. Pachana (Ed.) Encyclopedia of Geropsychology (pp. 1-15). New York, NY: Springer.
Knowledge Revision
Sitzman, D. M., Tauber, S. K., & Witherby, A. E. (2020). How do older adults maintain corrections in knowledge across a lengthy delay? Psychology and Aging,35, 112-123. [PDF]
Sitzman, D. M., Rhodes, M. G., Tauber, S. K. & Liceralde, V. R. T. (2015). The role of prior knowledge in error correction for younger and older adults. Aging, Neuropsychology, and Cognition, 22, 502-516. [PD
Sitzman, D. M., Rhodes, M. G., & Tauber, S. K. (2014). Prior knowledge is more predictive of error correction than subjective confidence. Memory & Cognition, 42, 84-96.