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Profiles Detail

John Dunlosky

Professor & Director of SOLE Center
Education: Ph.D., University of Washington (1993)

Research Area: Experimental - Cognitive

Research Interests
 
My research program has focused on understanding three inter-related components of self-regulated learning: (1) monitoring of learning, (2) control of study time, and (3) the application of strategies during learning.  These three components of learning fall under the rubric of metacognition, which concerns people's cognition (or beliefs) about their cognitions.  By studying metacognition in students across the life span, a major goal of all facets of my research involves developing techniques to improve student learning and achievement across multiple domains.


International Association for Metacognition

Courses Frequently Taught

  • Cognitive Psychology (graduate)
  • Metacognitive Seminar (graduate)
  • Psychology of Aging (undergraduate)

 

Scholarly, Creative & Professional Activities

*Hartwig, M. & Dunlosky, J. (2014). The contribution of judgment scale to the unskilled-and-unaware phenomenon: How evaluating others can exaggerate over- (and under-) confidence. Memory & Cognition, 42, 164-173.

*Mueller, M. L., Dunlosky, J., Tauber, S. K., & Rhodes, M. G. (2014). The font-size effect on judgments o learning (JOLs): Does it exemplify the effect of fluency on JOLs or reflect people's beliefs about memory? Journal of Memory and Language, 70, 1-12.

Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. Educational Psychology Review, 25, 523-548.

*Ariel, R., Dunlosky, J., & Toppino, T. C. (2014). Contribution of degraded perception and insufficient encoding to decisions to mass or space study. Experimental Psychology, 61, 110-117.

*Mueller, M. L., *Tauber, S. K., & Dunlosky, J. (2013) Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning. Psychonomic Bulletin & Review, 20, 378-384.

Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding student's judgments can improve their achievement. Learning and Instruction, 24, 58-61.

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

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willinghamd, 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.

Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Beverly Hills, CA: SAGE.  Japanese translation (2010).

*Denotes graduate student author.     

 

John Dunlosky
OFFICE
Department of Psychology
CONTACT INFO
Phone: 330-672-2207
Fax: 330-672-3786
jdunlosk@kent.edu
EXPERTISE