Jonathan G Tullis

University of Arizona, Tucson, AZ 
Memory, cognition
"Jonathan Tullis"
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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
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