Robert Ariel

Postdoctoral Research Associate
Department of Psychological Sciences
Purdue University
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Research Interests

My research program focuses on understanding and improving the metacognitive monitoring and control processes that people use to regulate their learning for material. Current research projects are focused on the efficacy of training students to use empirically supported cognitive strategies to regulate their study for course content and on developing educational technologies using principles from cognitive psychology to compensate for sub-optimal self-regulatory behavior.


  • Ariel, R., Price, J., & Hertzog, C. (2015). Age-related associate memory deficits in value-based remembering: The contribution of agenda-based regulation and strategy use. Psychology & Aging, 30, 795-808.
  • Ariel, R., Hines, J. C., & Hertzog, C. (2014). Test framing generates a stability bias for predictions of learning by causing people to discount their learning beliefs. Journal of Memory and Language. 75, 181-198.
  • Serra, M. J., & Ariel, R. (2014). People use the memory for past test heuristic as an explicit cue for judgments-of-learning. Memory & Cognition, 42, 1260-1272.
  • Ariel, R., & Castel, A. D. (2014). Eyes wide open: Enhanced pupil dilation when selectively studying important information. Experimental Brain Research, 232, 337-344.
  • Ariel, R., Dunlosky, J., & Toppino, T. C. (2014). Contribution of degraded perception and insufficient encoding on decisions to mass or space study. Experimental Psychology, 61, 110-117.
  • Pehlivanoglu, D., Jain, S., Ariel, R. & Verhaeghen, P. (2014). The ties to unbind: Age-related differences in feature (un)binding in working memory for emotional faces. Frontiers in Emotion Science, 5: 253, 1-13.
  • Ariel, R. (2013). Learning what to learn: The effects of task experience on strategy shifts in the allocation of study time. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1697-1711.
  • Ariel, R., & Dunlosky, J. (2013). When do learners shift from habitual-based to agenda-based processes when selecting items for study? Memory & Cognition, 41, 416-428.
  • Ariel, R., Al-Harthy, I. S., Was, C. A., & Dunlosky, J. (2011). Habitual reading biases in the allocation of study time. Psychonomic Bulletin & Review, 18, 1015-1021.
  • Ariel, R., & Dunlosky, J. (2011). The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting. Memory & Cognition, 39, 171-184.
  • Dunlosky, J., & Ariel, R. (2011). The influence of agenda-based and habitual processes on item selection during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 899-912.
  • Dunlosky, J., & Ariel, R. (2011). Self-regulated learning and the allocation of study time. In the Ross, B. (Eds.) Psychology of Learning and Motivation, Vol 54. (pp. 101- 138).
  • Dunlosky, J., Ariel, R., & Thiede, K. W. (2011). Agenda-based regulation of study-time allocation. In P. A. Higham & J. P. Leboe (Eds.) Constructions of Remembering and Metacognition: Essays in honour of Bruce Whittlesea (pp. 182 –198). Basingstoke: Palgrave MacMillan.
  • Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, 138, 432-447.