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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.

Finley, J. R., & Benjamin, A., S. (in press). Adaptive changes in encoding strategy with experience: Evidence from the test expectancy paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Tullis, J. G. & Benjamin, A. S. (in press). The effectiveness of updating metacognitive knowledge in the elderly: Evidence from metamnemonic judgments of word frequency. Psychology and Aging.
Benjamin, A. S., Diaz, M., Matzen, L. E., & Johnson, B. (in press). Tests of the DRYAD theory of the age-related deficit in memory for context: Not about context, and not about aging. Psychology and Aging.
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.
McCarley, J. S. & Benjamin, A. S. (in press).  Bayesian and signal detection models.  In J. D. Lee and Kirlik, A., The Oxford Handbook of Cognitive Engineering. New York: Oxford.
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.