Jonathan G Tullis
Affiliations: | University of Arizona, Tucson, AZ |
Area:
Memory, cognitionGoogle:
"Jonathan Tullis"Parents
Sign in to add mentor| Aaron S. Benjamin | grad student | ||
| Robert Lee Goldstone | post-doc | 2016-2018 | Indiana University (Neurotree) |
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Publications
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| Tullis JG, Fraundorf SH. (2021) Selecting effectively contributes to the mnemonic benefits of self-generated cues. Memory & Cognition |
| Tullis JG, Finley JR. (2021) What characteristics make self-generated memory cues effective over time? Memory (Hove, England). 1-12 |
| Tullis JG, Qiu J. (2021) Generating mnemonics boosts recall of chemistry information. Journal of Experimental Psychology. Applied |
| Zhang D, Tullis JG. (2021) Personal reminders: Self-generated reminders boost memory more than normatively related ones. Memory & Cognition |
| Tullis JG, Goldstone RL. (2020) Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications. 5: 15 |
| Tullis JG, Maddox GB. (2020) Self-reported use of retrieval practice varies across age and domain Metacognition and Learning. 15: 129-154 |
| Peng Y, Tullis JG. (2019) Theories of intelligence influence self-regulated study choices and learning. Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Tullis JG. (2018) Predicting others' knowledge: Knowledge estimation as cue utilization. Memory & Cognition. 46: 1360-1375 |
| Tullis JG, Finley JR. (2018) Self-Generated Memory Cues: Effective Tools for Learning, Training, and Remembering Policy Insights From the Behavioral and Brain Sciences. 5: 179-186 |
| Tullis JG, Fiechter JL, Benjamin AS. (2017) The Efficacy of Learners' Testing Choices. Journal of Experimental Psychology. Learning, Memory, and Cognition |