Lisa Geraci
Lisa Geraci
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Processing approaches to cognition: The impetus from the levels-of-processing framework
HLR III, DA Gallo, L Geraci
Memory 10 (5-6), 319-332, 2002
Unskilled but aware: reinterpreting overconfidence in low-performing students.
TM Miller, L Geraci
Journal of experimental psychology: learning, memory, and cognition 37 (2), 502, 2011
Training metacognition in the classroom: The influence of incentives and feedback on exam predictions
TM Miller, L Geraci
Metacognition and Learning 6, 303-314, 2011
Conceptual fluency selectively influences knowing.
S Rajaram, L Geraci
Journal of Experimental Psychology: Learning, Memory, and Cognition 26 (4), 1070, 2000
Correcting erroneous inferences in memory: The role of source credibility
JJ Guillory, L Geraci
Journal of Applied Research in Memory and Cognition 2 (4), 201-209, 2013
Aging and the misinformation effect: A neuropsychological analysis.
HL Roediger III, L Geraci
Journal of Experimental Psychology: Learning, Memory, and Cognition 33 (2), 321, 2007
Aging 5 years in 5 minutes: The effect of taking a memory test on older adults’ subjective age
ML Hughes, L Geraci, RL De Forrest
Psychological Science 24 (12), 2481-2488, 2013
How do scores on the ADAS-Cog, MMSE, and CDR-SOB correspond?
S Balsis, JF Benge, DA Lowe, L Geraci, RS Doody
The Clinical Neuropsychologist 29 (7), 1002-1009, 2015
The influence of instructions and terminology on the accuracy of remember–know judgments
DP McCabe, LD Geraci
Consciousness and Cognition 18 (2), 401-413, 2009
How well do the ADAS-cog and its subscales measure cognitive dysfunction in Alzheimer’s disease?
JF Benge, S Balsis, L Geraci, PJ Massman, RS Doody
Dementia and geriatric cognitive disorders 28 (1), 63-69, 2009
Gender and the h index in psychology
L Geraci, S Balsis, AJB Busch
Scientometrics 105, 2023-2034, 2015
On interpreting the relationship between remember–know judgments and confidence: The role of instructions
L Geraci, DP McCabe, JJ Guillory
Consciousness and cognition 18 (3), 701-709, 2009
Examining the basis for illusory recollection: The role of remember/know instructions
L Geraci, DP McCabe
Psychonomic Bulletin & Review 13, 466-473, 2006
The orthographic distinctiveness effect on direct and indirect tests of memory: Delineating the awareness and processing requirements
L Geraci, S Rajaram
Journal of Memory and Language 47 (2), 273-291, 2002
Superiority of variable to repeated practice in transfer on anagram solution
MK Goode, L Geraci, HL Roediger
Psychonomic Bulletin & Review 15, 662-666, 2008
Improving metacognitive accuracy: How failing to retrieve practice items reduces overconfidence
TM Miller, L Geraci
Consciousness and cognition 29, 131-140, 2014
Encoding and retrieval processes in distinctiveness effects: Toward an integrative framework
MA McDaniel, L Geraci
Distinctiveness and memory, 65-88, 2006
Metacognition in the classroom: The association between students’ exam predictions and their desired grades
GD Saenz, L Geraci, TM Miller, R Tirso
Consciousness and cognition 51, 125-139, 2017
The distinctiveness effect in the absence of conscious recollection: Evidence from conceptual priming
L Geraci, S Rajaram
Journal of Memory and Language 51 (2), 217-230, 2004
Improving older adults’ memory performance using prior task success.
L Geraci, TM Miller
Psychology and aging 28 (2), 340, 2013
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