Our interrelated lines of research contribute to theories in cognition, development, and education. We investigate factors that impact learning complex STEM or health information, retention of knowledge, and knowledge revision. This involves investigating self-regulated learning and metacognitive processes in human memory and concept formation. We are also invested in evaluating how these processes function for different kinds of learners and 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).
Effective Learning
Ariel, R., Babineau, A L., & Tauber, S. K. (2024). Teaching older adults to use retrieval practice improves their self-regulated learning. Aging, Neuropsychology, and Cognition, 31(5), 823-845.
Tauber, S. K., Thakkar, V. J., & Pleshek, M. A. (2022). How does the type of expected evaluation impact students' self-regulated learning? Journal of Applied Research in Memory and Cognition, 11, 106-119. [PDF] [Data & Materials] [Editor's Choice Award - March 2022]
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]
Person-Centered Considerations
Babineau, A. L. & Tauber, S. K. (2023). Students' decisions to switch between categories or stay within them are related to practice classification performance. Memory & Cognition, 51, 898-914. [PDF] [Data & Materials]
Babineau, A. L. Witherby, A. E., Ariel, R., Pelch, M. A., & Tauber, S. K. (2022). Do domain knowledge and retrieval practice predict students' study order decisions? In S. K. Tauber & R. Ariel (Eds.) Special Issue on Building a Knowledgeable Student: Emerging Trends in Research on Self-Regulated Learning and Implications for Education, Journal of Intelligence, 10:122, 1-20. [PDF] [Preregistration] [Data & Materials]
Genernal Knowledge and Health Misconceptions
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.
Impact of Metacognitive Judgments on Learning
Witherby, A. E., Babineau, A. L., & Tauber, S. K. (2023). Does interactive imagery influence the reactive effect of judgments of learning on memory? In C. Yang & L. Luo (Eds.) Special Issue on Advances in Metacognition, Learning, and Reactivity, Journal of Intelligence, 11:139, 1-12. [PDF] [Data & Materials]
Ariel, R., Karpicke, J. D., Witherby, A. E., & Tauber, S. K. (2021). Do judgments of learning directly enhance learning of educational materials? Educational Psychology Review, 33, 693-712.
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]
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.
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.
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
Witherby, A. E., Tauber, S. K., & Goodrich, M. (2022). People hold mood-congruent beliefs about memory, but do not use these beliefs when monitoring their learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48, 499-519. [PDF] [Data & Materials]
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]