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Robert Ariel
Robert Ariel
Virginia Wesleyan University
Verified email at vwu.edu - Homepage
Title
Cited by
Cited by
Year
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
3472009
Self-regulated learning and the allocation of study time
J Dunlosky, R Ariel
Psychology of learning and motivation 54, 103-140, 2011
2002011
Improving self-regulated learning with a retrieval practice intervention.
R Ariel, JD Karpicke
Journal of Experimental Psychology: Applied 24 (1), 43, 2018
1472018
Eyes wide open: Enhanced pupil dilation when selectively studying important information
R Ariel, AD Castel
Experimental brain research 232, 337-344, 2014
1242014
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
742011
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
702013
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
692011
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
682011
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
582015
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
542014
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
532013
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
382021
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
352014
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
332018
Age-related similarities and differences in monitoring spatial cognition
R Ariel, SD Moffat
Aging, Neuropsychology, and Cognition 25 (3), 351-377, 2018
322018
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
262014
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
232018
Agenda-based regulation of study-time allocation
J Dunlosky, R Ariel, KW Thiede
Constructions of remembering and metacognition: Essays in Honour of Bruce …, 2011
192011
Contribution of degraded perception and insufficient encoding to decisions to mass or space study
R Ariel, J Dunlosky, TC Toppino
Experimental psychology, 2014
112014
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
102017
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