Uma Tauber, Ph.D.

Carpenter, S. K., Northern, P. E., Tauber, S. K., & Toftness, A. R. (2020). Effects of lecture fluency and instructor expertise on students' judgments of learning, test scores, and evaluations of instructors. Journal of Experimental Psychology: Applied, 26, 26-39.

Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students' (mis)judgments of learning and teaching effectiveness. Journal of Applied Research in Memory and Cognition, 9, 137-151.

Dunlosky, J. & Tauber, S. K. (Eds.). (2016). The Oxford Handbook of Metamemory. New York: NY: Oxford University Press.

Sitzman, D. M., Tauber, S. K., & Witherby, A. E. (2020). How do older adults maintain corrections in knowledge across a lengthy delay? Psychology and Aging,35, 112-123.

Tauber, S. K., Witherby, A. E., & Dunlosky, J. (2019). Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs. Memory & Cognition, 47, 1102-1119.

Witherby, A. E., & Tauber, S. K. (2019). The current status of students' note-taking: Why and how do students take notes? Journal of Applied Research in Memory and Cognition, 8, 139-153.

https://www.tauberlab.com/