Have you ever prepared for a test, thought you knew everything very well, but then ended up doing poorly on the exam? Issues such as this are the focus of my research. In particular, my program of research focuses on self-regulated learning in human memory and concept formation. This includes the impact of monitoring accuracy and metacognitive control on memory performance and the formation of complex concepts. For example, students preparing for an upcoming exam will be better prepared if they are able to accurately assess what information has been learned and what information is yet to be learned. Such monitoring can then be used as a basis for study decisions such as the choice to continue studying or choosing how to study. I am also interested in how these processes function with healthy aging and the role these processes have in health outcomes. Research projects contribute to theories of self-regulated learning and aging via exploration of factors that promote accurate metacognitive monitoring and efficient decisions. For more information, visit my lab website: Metacognition, Memory and Aging Lab or my Google Scholar Page.
Dunlosky, J. & Tauber, S. K. (Eds.). (2016). The Oxford Handbook of Metamemory. New York: NY: Oxford University Press.
Tauber, S. K., & Witherby, A. E. (2016). Metacognition in older adulthood. In N. A. Pachana (Ed.) Encyclopedia of Geropsychology (pp. 1-15). New York, NY: Springer.
Finn, B., & Tauber, S.K. (2015). When confidence is not a signal of knowing: How students experiences and beliefs about processing fluency can lead to miscalibrated confidence, Educational Psychology Review, 27, 567-586.
Tauber, S. K. & Dunlosky, J. (2015). Monitoring of learning at the category level when learning a natural concept: Will task experience improve its resolution? Acta Psychologica, 155, 8-18.
Tauber, S. K., Dunlosky, J., & Rawson, K. A. (2015). The influence of retrieval practice versus delayed judgments of learning on memory: Resolving a memory-metamemory paradox. Experimental Psychology, 62, 254-263.
Mueller, M. L., Dunlosky, J., Tauber, S. K., & Rhodes, M. G. (2014). The font-size effect on judgments of learning: Does it exemplify fluency effects or reflect people’s beliefs about memory? Journal of Memory and Language, 70, 1-12.
I typically teach cognitive courses for undergraduate and graduate students. Examples include Memory and Cognition, Experimental Psychology: Cognition, and Cognitive Development. I also mentor undergraduate students every year conducting research in my laboratory.