ADAPTIVE MEMORY

Popp, E. Y., & Serra, M. J. (2018). The animacy advantage for free-recall performance is not attributable to greater mental arousal. Memory, 26, 89-95.

Popp, E. Y., & Serra, M. J. (2016). Adaptive memory: Animacy enhances free-recall but impairs cued-recall. Journal of Experimental Psychology: Learning, Memory, & Cognition, 42, 186-201.

 

MULTIMEDIA LEARNING

Ortegren, F. R., Serra, M. J., & England, B. D. (2015). Examining competing hypotheses for the effects of diagrams on recall for text. Memory & Cognition, 43, 70-80.

Serra, M. J., & Dunlosky, J. (2010). Metacomprehension judgments reflect the belief that diagrams improve learning from text. Memory, 18, 698-711.

Serra, M. J. (2010). Diagrams increase the recall of non-depicted text when understanding is also increased. Psychonomic Bulletin & Review, 17, 112-116.

 

METACOGNITION

O’Bryan, S. R., Walden, E., Serra, M. J., & Davis, T. (2018). Rule activation and ventromedial prefrontal engagement support accurate stopping in self-paced learning. NeuroImage, 172, 415-426.

England, B. D., Ortegren, F. R. & Serra, M. J. (2017). Framing affects scale usage for judgments of learning, not confidence in memory. Journal of Experimental Psychology: Learning, Memory, & Cognition, 43, 1898-1908.

Serra, M. J., & DeMarree, K. G. (2016). Unskilled and unaware in the classroom: College students’ desired grades predict their biased grade predictions. Memory & Cognition, 44, 1127-1137.

Serra, M. J., & Magreehan, D. A. (2016). Instructor fluency correlates with students’ ratings of their learning and their instructor in an actual course. Creative Education, 7, 1154-1165.

Magreehan, D. A., Serra, M. J., Schwartz, N. H., & Narciss, S. (2016). Further boundary conditions for the effects of perceptual disfluency on judgments of learning. Metacognition and Learning, 11, 35-56.

Serra, M. J., & Ariel, R. (2014). People use the memory for past-test heuristic as an explicit cue for judgments of learning. Memory & Cognition, 42, 1260-1272.

Shanks, L. L., & Serra, M. J. (2014). Domain familiarity as a cue for judgments of learning. Psychonomic Bulletin & Review, 21, 445-453.

Serra, M. J., & England, B. D. (2012). Magnitude and accuracy differences between judgments of remembering and forgetting. Quarterly Journal of Experimental Psychology, 65, 2231-2257.

England, B. D., & Serra, M. J. (2012). The contributions of anchoring and past-test performance to the underconfidence-with-practice effect. Psychonomic Bulletin & Review, 19, 715-722.

Serra, M. J., & Dunlosky, J. (2010). Metacomprehension judgments reflect the belief that diagrams improve learning from text. Memory, 18, 698-711.

Serra, M. J., & Metcalfe, J. (2009). Effective Implementation of Metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.). Handbook of Metacognition in Education. (pp. 278-298). New York, NY: Routledge.

Serra, M. J., Dunlosky, J., & Hertzog, C. (2008). Do older adults show less confidence in their monitoring of learning? Experimental Aging Research, 34, 379-391.

Dunlosky, J., Serra, M. J., & Baker, J. M. C. (2007). Metamemory. In F. T. Durso, R. S. Nickerson, S. T. Dumas, S. Lewandowsky, & T. J. Perfect (Eds.) Handbook of Applied Cognition. 2nd Edition. (pp. 137-161). Chichester, West Sussex, England: John Wiley & Sons, Ltd.

Serra, M. J., & Dunlosky, J. (2005). Does retrieval fluency contribute to the underconfidence-with-practice effect? Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 1258-1266.

Dunlosky, J., Serra, M. J., Matvey, G., & Rawson, K. A. (2005). Second-order judgments about judgments of learning [Special issue]. Journal of General Psychology, 132, 335-346.