| What makes distributed practice effective? AS Benjamin, J Tullis Cognitive psychology 61 (3), 228-247, 2010 | 470 | 2010 |
| On the effectiveness of self-paced learning JG Tullis, AS Benjamin Journal of memory and language 64 (2), 109-118, 2011 | 416 | 2011 |
| Why does peer instruction benefit student learning? JG Tullis, RL Goldstone Cognitive research: principles and implications 5, 1-12, 2020 | 197 | 2020 |
| Metacognitive control of learning and remembering JR Finley, JG Tullis, AS Benjamin New science of learning: Cognition, computers and collaboration in education …, 2010 | 164* | 2010 |
| Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval JG Tullis, JR Finley, AS Benjamin Memory & cognition 41, 429-442, 2013 | 163 | 2013 |
| Perspective-taking in comprehension, production, and memory: An individual differences approach. RA Ryskin, AS Benjamin, J Tullis, S Brown-Schmidt Journal of Experimental Psychology: General 144 (5), 898, 2015 | 112 | 2015 |
| Consequences of restudy choices in younger and older learners JG Tullis, AS Benjamin Psychonomic Bulletin & Review 19, 743-749, 2012 | 65 | 2012 |
| The efficacy of learners’ testing choices. JG Tullis, JL Fiechter, AS Benjamin Journal of Experimental Psychology: Learning, Memory, and Cognition 44 (4), 540, 2018 | 62 | 2018 |
| Self-pacing study of faces of different races: Metacognitive control over study does not eliminate the cross-race recognition effect JG Tullis, AS Benjamin, X Liu Memory & cognition 42, 863-875, 2014 | 59 | 2014 |
| Criterion noise in ratings-based recognition: evidence from the effects of response scale length on recognition accuracy. AS Benjamin, JG Tullis, JH Lee Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (5), 1601, 2013 | 58 | 2013 |
| The reminding effect: presentation of associates enhances memory for related words in a list. JG Tullis, AS Benjamin, BH Ross Journal of Experimental Psychology: General 143 (4), 1526, 2014 | 56 | 2014 |
| Self-reported use of retrieval practice varies across age and domain JG Tullis, GB Maddox Metacognition and Learning 15 (2), 129-154, 2020 | 53 | 2020 |
| The effectiveness of updating metacognitive knowledge in the elderly: Evidence from metamnemonic judgments of word frequency. JG Tullis, AS Benjamin Psychology and Aging 27 (3), 683, 2012 | 53 | 2012 |
| Predicting others’ memory performance: The accuracy and bases of social metacognition JG Tullis, SH Fraundorf Journal of Memory and Language 95, 124-137, 2017 | 45 | 2017 |
| Cueing others’ memories JG Tullis, AS Benjamin Memory & cognition 43, 634-646, 2015 | 42 | 2015 |
| Predicting others’ knowledge: Knowledge estimation as cue utilization JG Tullis Memory & cognition 46 (8), 1360-1375, 2018 | 39 | 2018 |
| Cue generation: How learners flexibly support future retrieval JG Tullis, AS Benjamin Memory & Cognition 43, 922-938, 2015 | 33 | 2015 |
| Theories of intelligence influence self-regulated study choices and learning. Y Peng, JG Tullis Journal of Experimental Psychology: Learning, Memory, and Cognition 46 (3), 487, 2020 | 28 | 2020 |
| Remindings influence the interpretation of ambiguous stimuli JG Tullis, M Braverman, BH Ross, AS Benjamin Psychonomic Bulletin & Review 21, 107-113, 2014 | 25 | 2014 |
| Self-generated memory cues: effective tools for learning, training, and remembering JG Tullis, JR Finley Policy Insights from the Behavioral and Brain Sciences 5 (2), 179-186, 2018 | 24 | 2018 |
Aaron S. BenjaminProfessor of Psychology, University of Illinois Urbana-ChampaignVerified email at illinois.edu