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selected publications

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Benjamin, A. S. (2011). Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork. New York: Psychology Press.

Guadagnoli, M., Benjamin, A. S., de Belle, S., Etnyre, B., & Polk, T., & Stelmach, G. (2008). Human Learning: Biology, Brain, and Neuroscience. Holland: Elsevier.
Benjamin, A. S. & Ross, B. H. (2008). The Psychology of Learning and Motivation: Skill and Strategy in Memory Use (Vol. 48)..London: Academic Press.

Bennett, S., Benjamin, A. S., & Steyvers, M. (in press). A Bayesian model of knowledge and metacognitive control: applications to opt-in tasks. Proceedings of the Cognitive Science Society.
McKinley, G. L., Brown-Schmidt, S., & Benjamin, A. S. (in press). Memory for conversation and the development of common ground. Memory & Cognition.
Fiechter, J. L. & Benjamin, A. S. (2017). Updating metacognitive control in response to expected retention intervals. Memory & Cognition, 45(3), 347-361.
Hourihan, K. L., Fraundorf, S. H., & Benjamin, A. S. (2017). The influences of valence and arousal on judgments of learning and on recall. Memory & Cognition, 45(1), 121-136.
Storm, B. C., Stone, S. M., & Benjamin, A. S. (2017). Using the Internet to access information inflates future use of the Internet to access other information. Memory, 25(6), 717-723.
Stanley, S. E. & Benjamin, A. S. (2016). That's not what you said the first time: A theoretical account of the relationship between consistency and accuracy of recall. Cognitive Research: Principles and Implications, 1, 14.
Yoon, S. O., Benjamin, A.S., & Brown-Schmidt, S. (2016). The historical context in conversation: Lexical differentiation and memory for the discourse history. Cognition, 154, 102-114.
Pratt, N. S., Ellison, B. D., Benjamin, A. S., & Nakamura, M. T. (2016). Improvements in recall and food choices using a graphical method to deliver information of select nutrients. Nutrition Research, 36, 45-56.
Fiechter, J. L., Benjamin, A. S., & Unsworth, N. (2016). The metacognitive foundations of effective remembering. In J. Dunlosky & S. Tauber (Eds.), The Oxford Handbook of Metamemory (pp. 307-324). New York, NY: Oxford University Press.
Divis, K. & Benjamin, A. S. (2016). Failure of memory. In H. L. Miller (Ed.), The SAGE Encyclopedia of Theory in Psychology (pp. 329-332). Thousand Oaks, CA: SAGE Publishing.
Jacobs, C. L., Dell, G. S., Benjamin, A. S., Bannard, C. (2016). Part and whole linguistic experience affect recognition for multiword sequences. Journal of Memory and Language, 87, 38-58.
Fraundorf, S. H. & Benjamin, A. S. (2016). Conflict and metacognitive control: The mismatch monitoring hypothesis of how others' knowledge states affect recall. Memory, 24, 1108-112.
Ryskin, R. A., Benjamin, A. S., Tullis, J. G., & Brown-Schmidt, S., (2015). Perspective-taking in comprehension, production, and memory. Journal of Experimental Psychology: General, 144(5), 898-915.
Benjamin, A. S. & Pashler H. (2015). The value of standardized testing: A perspective from Cognitive Psychology. Policy Insights from the Behavioral and Brain Sciences, 2(1), 13-23.
Clark, S. E., Benjamin, A. S., Wixted, J. T., Mickes, L., & Gronlund, S. (2015). Eyewitness identification and the accuracy of the criminal justice system. Policy Insights from the Behavioral and Brain Sciences, 2(1), 175-186.
Tullis, J. G. & Benjamin, A. S. (2015). Cue generation: How learners flexibly support future retrieval. Memory & Cognition, 43, 922-938.
Tullis, J. G. & Benjamin, A. S. (2015). Cueing others' memory. Memory & Cognition, 43, 634-646.
Fraundorf, S. H., Watson D. G., & Benjamin, A. S. (2015). Reduction in prosodic prominence predicts speakers' recall: implications for theories of prosody. Language, Cognition and Neuroscience, 30(5), 606-619.
Divis, K. M. & Benjamin, A. S. (2014). Retrieval speeds context fluctuation: Why semantic generation enhances later learning but hinders prior learning. Memory & Cognition, 42, 1049-1062.
Fischer-Baum, S. & Benjamin, A. S. (2014). Time, space, and memory for order. Psychonomic Bulletin & Review, 21, 1263-1271.
Tullis, J. G., Benjamin, A. S., & Liu, X. (2014). Self-pacing of faces of different races: Metacognitive control over study does not eliminate the cross-race recognition effect. Memory & Cognition, 42, 863-875.
Tullis, J. G., Benjamin, A. S., & Ross, B. H. (2014). The reminding effect: Presentation of associates enhances memory for related words in a list. Journal of Experimental Psychology: General, 143(4), 1526-1540.
Fraundorf, S. H. & Benjamin, A. S. (2014). Knowing the crowd within: Metacognitive limits on combining multiple judgments. Journal of Memory and Language, 71(1), 17-38.
Benjamin, A. S. (2014). Factors influencing learning. In R. Biswas-Diener & E. Diener (Eds.), Noba textbook series: Psychology. Champaign, IL: DEF Publishers.
Tullis, J. G., Braverman, M., Ross, B. H., & Benjamin, A. S. (2014). Remindings influence the interpretation of ambiguous stimuli. Psychonomic Bulletin & Review, 21(1), 107-113.
Finley, J. R., & Benjamin, A. S., & McCarley J. S. (2014). Metacognition of Multitasking: How well do we predict the costs of divided attention? Journal of Experimental Psychology: Applied, 20(2), 158-165.
Hourihan, K. L. & Benjamin, A. S. (2013). State-based metacognition: how time of day affects the accuracy of metamemory. Memory, 22(5), 553-8.
Fraundorf, S. H., Benjamin, A. S., & Watson, D. G. (2013). What happened (and what didn't): Discourse constraints on encoding of plausible alternatives. Journal of Memory and Language, 69(3), 196-227.
Matzen, L. E. & Benjamin, A. S. (2013). Older and wiser: Older adults’ episodic word memory benefits from sentence study contexts. Psychology and Aging, 28(3), 754-767.
Benjamin, A. S., Tullis, J. G., & Lee, J. H. (2013). Criterion noise in ratings-based recognition: Evidence from the effects of response scale length on recognition accuracy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1601-1608.
Benjamin, A. S. (2013). Where is the criterion noise in recognition? (Almost) everyplace you look: A comment on Kellen, Klauer, & Singmann (2012). Psychological Review, 120(3), 720-726.
Hourihan, K. L., Fraundorf, S. H., & Benjamin, A. S. (2013). Same faces, different labels: generating the cross-race effect in face memory with social category information. Memory & Cognition. 41(7), 1021-1031.
Tullis, J. G., Finley, J. R., & Benjamin, A. S. (2013). Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval. Memory & Cognition, 41, 429-442.
McCarley, J. S. & Benjamin, A. S. (2013).  Bayesian and signal detection models.  In J. D. Lee and Kirlik, A., The Oxford Handbook of Cognitive Engineering. New York: Oxford.
Tullis, J. G. & Benjamin, A. S. (2012). Consequences of restudy choices in younger and older learners. Psychonomic Bulletin & Review, 19, 743-749.
Hourihan, K.L., Benjamin, A. S. & Liu, X. (2012). A cross-race effect in metamemory: Predictions of face recognition are more accurate for members of our own race. Journal of Applied Research in Memory and Cognition, 1(3), 158-162.
Tullis, J. G. & Benjamin, A. S. (2012). The effectiveness of updating metacognitive knowledge in the elderly: Evidence from metamnemonic judgments of word frequency. Psychology and Aging, 27, 683-690.
Finley, J. R., & Benjamin, A., S. (2012). Adaptive changes in encoding strategy with experience: Evidence from the test expectancy paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 632-652
Benjamin, A. S., Diaz, M., Matzen, L. E., & Johnson, B. (2012). Tests of the DRYAD theory of the age-related deficit in memory for context: Not about context, and not about aging. Psychology and Aging, 27(2), 418-428.
Fraundorf, S. H., Watson, D. G., & Benjamin. A. S. (2012). The effects of age on the strategic use of pitch accents in memory for discourse: A processing-resource account. Psychology and Aging, 27, 88-98.
Finley, J. R., Brewer, W. F., & Benjamin, A. S. (2011). The effects of end-of-day picture review and a sensor-based picture capture procedure on autobiographical memory using SenseCam. Memory, 19(7), 796-807.
Finley, J. R., Benjamin, A. S., Hays, M. J., Bjork, R. A., & Kornell, N. (2011). Benefits of accumulating versus diminishing cues in recall. Journal of Memory and Language, 64, 289-298.
Diaz, M. & Benjamin, A. S. (2011).  Effects of proactive interference (PI) and release from PI on judgments of learning.  Memory & Cognition, 39, 196-203.
Evans, K. M. & Benjamin, A. S. (2011).  Fluency and familiarity: How memory for perceptual detail influences the remembering of events.  In Leboe, J. & Higham, P., Constructions of remembering and metacognition.  Macmillan.
Benjamin, A. S. (2011). Age differences in the use of beneficial and misleading cues in recall. Experimental Aging Research, 37, 63-75.
Tullis, J. G. & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of Memory and Language, 64, 109-118.
Matzen, L. E., Taylor, E. G., & Benjamin, A. S. (2011). Contributions of familiarity and recollection rejection to recognition: Evidence from the time course of false recognition for semantic and conjunction lures. Memory, 19, 1-16.
Benjamin, A. S. & Ross, B. H. (2011). The causes and consequences of reminding. In A. S. Benjamin (Ed.), Successful remembering and successful forgetting: A Festschrift in honor of Robert A. Bjork (pp. 71-88). New York, NY: Psychology Press.
Benjamin, A. S. (2010). Representational explanations of “process” dissociations in recognition: The DRYAD theory of aging and memory judgments. Psychological Review, 117, 1055-1079. (model code)
Benjamin, A. S. & Tullis, J. G. (2010).  What makes distributed practice effective?  Cognitive Psychology, 61(3), 228-247. (superadditivity references)
Fraundorf, S. H., Watson, D. G., & Benjamin, A. S. (2010).  Recognition memory reveals just how CONTRASTIVE contrastive accenting really is.  Journal of Memory and Language, 63, 367-386.
Finley, J. R., Tullis, J. G., & Benjamin, A. S. (2010). Metacognitive control of learning and remembering. In M. S. Khine & I. Saleh (Eds.), New science of learning: cognition, computers and collaboration in education (pp. 108-132) . New York: Springer.
Hourihan, K. L. & Benjamin, A. S. (2010). Smaller is better (when sampling from the crowd within): Low memory span individuals benefit more from multiple opportunities for estimation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1068-1074.
Benjamin, A. S., Diaz, M. L., & Wee, S. (2009). Signal detection with criterion noise: Applications to recognition memory. Psychological Review, 116 (1), 84-115.
Konopka, A. E. & Benjamin, A. S. (2009). Schematic knowledge changes what judgments of learning predict in a source memory task. Memory & Cognition, 37 (1), 42-51.
Matzen, L. E. & Benjamin, A. S. (2009). Remembering words not presented in sentences: How study context changes patterns of false memories. Memory & Cognition, 37 (1), 52-64.
Sahakyan, L., Waldum, E. R., Benjamin, A. S., & Bickett, S. (2009). Where is the forgetting with list-method directed forgetting in recognition? Memory & Cognition, 37, 464-476.
Benjamin, A. S. (2008). Behavioral approaches to the study of learning and memory. In Guadagnoli, M., Benjamin, A. S., de Belle, S., Etnyre, B., Polk, T., & Stelmach, G. (Eds.). Human Learning: Biology, Brain, and Neuroscience. Holland: Elsevier.
Benjamin, A. S. & Ross, B. H. (2008). Introduction and overview. In A. S. Benjamin & B. H. Ross (Eds.), The Psychology of Learning and Motivation: Skill and Strategy in Memory Use (Vol. 48; pp. xi-xiv). London: Academic Press.
Benjamin, A. S. (2008). Continuity and discontinuity in learning. In N. Salkind (Ed.), Encyclopedia of Educational Psychology (pp. 185-187). Thousand Oaks, CA: Sage Publishing.
Benjamin, A. S. (2008). Memory is more than just remembering: Strategic control of encoding, accessing memory, and making decisions. In A. S. Benjamin & B. H. Ross (Eds.), The Psychology of Learning and Motivation: Skill and Strategy in Memory Use (Vol. 48; pp.175-223). London: Academic Press.
Benjamin, A. S. & Diaz, M. (2008). Measurement of relative metamnemonic accuracy. In J. Dunlosky & R. A. Bjork (Eds.), Handbook of Memory and Metamemory (pp. 73-94). New York, New York: Psychology Press.
Diaz, M. & Benjamin, A. S. (2008). A multidimensional analysis of learning and forgetting in recognition memory. Unpublished manuscript.
Benjamin, A. S. (2006). The effects of list-method directed forgetting on recognition memory. Psychonomic Bulletin & Review.
Benjamin, A. S. & Bird, R. D. (2006). Metacognitive control of the spacing of study repetitions. Journal of Memory and Language, 55, 126-137.
Christensen, B. K., Girard, T. A., Benjamin, A. S., & Vidailhet, P. (2006). Evidence for impaired mnemonic strategy use among patients with schizophrenia using the part-list cuing paradigm. Schizophrenia Research, 85, 1-11.
Benjamin, A. S. (2006). The evolution of concepts in research. In Eid, M. & Diener, E. (Eds.), Handbook of Multimethod Measurement in Psychology. (pp. 353-370). Washington, DC: American Psychological Association.
Benjamin, A. S. (2005). Recognition memory and introspective remember/know judgments: Evidence for the influence of distractor plausibility on "remembering" and a caution about purportedly nonparametric measures. Memory & Cognition, 33, 261-269.
Benjamin, A. S. (2005). Response speeding mediates the contribution of cue familiarity and target retrievability to metamnemonic judgments. Psychonomic Bulletin & Review, 12, 874-879.
Federmeier, K. & Benjamin, A. S. (2005). Hemispheric asymmetries in the timecourse of recognition memory. Psychonomic Bulletin & Review, 12, 993-998.
Benjamin, A. S. & Bawa, S. (2004). Distractor plausibility and criterion placement in recognition. Journal of Memory & Language, 51, 159-172.
Benjamin, A. S. (2003). Predicting and postdicting the effects of word frequency on memory. Memory & Cognition, 31, 297-305.
Castel, A. D., Benjamin, A. S., Craik, F. I. M., & Watkins, M. J. (2002). The effects of aging on selectivity and control in short-term recall. Memory & Cognition, 30, 1078-1085.
Kester, J. D., Benjamin, A. S., Castel, A. D., & Craik, F. I. M. (2002). Memory in elderly people. In A. Baddeley, B. Wilson, & M. Kopelman (Eds.), Handbook of Memory Disorders (2nd Edition) (pp. 543-568). London: Wiley.
Benjamin, A. S. (2001). On the dual effects of repetition on false recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 941-947.
Benjamin, A. S. (2001). Toward a taxonomy of research on memory and aging. In M. Naveh-Benjamin, H. L. Roediger, & M. Moscovitch (Eds.), Perspectives on human memory and cognitive aging: Essays in honour of Fergus I. M. Craik (pp. 237-239). New York, NY: Psychology Press.
Benjamin, A. S. & Craik, F. I. M. (2001). Parallel effects of aging and time pressure on memory for source: Evidence from the spacing effect. Memory & Cognition, 29, 691-697.
Benjamin, A. S., Kester, J. D., Craik, F. I. M., & Black, S. (2001). Pathological familiarity and false recognition: A case study. Brain and Cognition, 47, 310-313.
Benjamin, A. S. & Bjork, R. A. (2000). On the relationship between recognition speed and accuracy for words rehearsed via rote versus elaborative rehearsal. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 638-648.
Benjamin, A. S., Bjork, R. A., & Hirshman, E. (1998). Predicting the future and reconstructing the past: A Bayesian characterization of the utility of subjective fluency. Acta Psychologica, 98, 267-290.
Benjamin, A. S., Bjork, R. A., & Schwartz, B. L. (1998). The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127, 55-68.
Ghodsian, D., Bjork, R. A., & Benjamin, A. S. (1997). Evaluating training during training: Obstacles and opportunities. In M. A. Quiñones and A. Ehrenstein (Eds.), Training for 21st Century Technology: Applications of Psychological Research (pp. 63-88). Washington, D.C.: American Psychological Association.
Schwartz, B. L., Benjamin, A. S., & Bjork, R. A. (1997). The inferential and experiential bases of metamemory. Current Directions in Psychological Science, 6, 132-137.
Benjamin, A. S. & Bjork, R. A. (1997). Problematic aspects of embodied memory. Behavioral and Brain Sciences, 20, 20.
Benjamin, A. S. & Bjork, R. A. (1996). Retrieval fluency as a metacognitive index. In L. Reder (Ed.), Implicit Memory and Metacognition. Mahwah, NJ: Erlbaum.