Email me at firstname.lastname@example.org if you would like to obtain a copy of these publications (for personal use) or the associated materials. For a description of my research interests see my research page.
2019 or in press
Double, K.S., & Birney, D.P. (2018) Reactivity to Confidence Ratings in Older Individuals Performing the Latin Square Task. Metacognition and Learning, 13(3),309-326. doi:10.1007/s11409-018-9186-5 [full text]
Double, K.S. (2018). Reactivity to Confidence Ratings During Reasoning and Problem Solving (Doctoral dissertation, University of Sydney, Sydney, Australia). doi:10.13140/RG.2.2.23701.83688 [full text]
Double, K.S., Birney, D.P., & Walker, S.A. (2018). A Meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26(6) [full text]
Birney, D.P., Beckmann, J., Beckmann, N., Double, K.S. & Wittingham, K. (2018). Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!?. Intelligence, 68 [full text]
Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., . . . Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 5863. doi:10.1038/s41598-017-05826-8 [full text]
Birney, D.P., Beckmann, J., Beckmann, N., & Double, K.S. (2017). Beyond the intellect: Complexity and learning trajectories in Raven’s Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence, 61, 63-77. doi: 10.1016/j.intell.2017.01.005 [full text]
Facoetti, A., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., … & Franceschini, S. (2017). Action video games improve reading and cross-modal attentional shifting as well as phonological skills in English-speaking children with dyslexia. Journal of Vision, 17(10), 639-639.
Double, K.S., & Birney, D.P. (2017). Are you sure about that? Eliciting confidence ratings may influence performance on Raven’s Progressive Matrices. Thinking and Reasoning, 23(2), 190-206. doi: 10.1080/13546783.2017.1289121.
Clarke, I. E., Double, K.S., & MacCann, C. (2017). Rethinking how we prepare students for the workforce: Commentary. In J. Burrus, K. Mattern, B. Naemi, & R. Roberts (Eds.), Building better students: Preparation for the workforce (pp. 229-243). New York: Oxford University Press
Double, K.S. & Birney, D.P. (2017). The interplay between self-evaluation, goal orientation, and self-efficacy on performance and learning. Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1943–1948). London, England: Cognitive Science Society. [full text]
Colmar, S., & Double, K. (2017). Working Memory Interventions With Children: Classrooms or Computers? Journal of Psychologists and Counsellors in Schools, 1-14. doi:10.1017/jgc.2017.11
Double, K.S., & Birney, D.P. (2016). The effects of personality and metacognitive beliefs on cognitive training adherence and performance. Personality and Individual Differences, 102, 7-12. doi: 10.1016/j.paid.2016.04.101 [data file]
Double, K.S., McGrane, J. , Stiff, J.C., Hopfenbeck, T.N. The Importance of Early Phonics Improvements for Predicting Later Reading Comprehension. British Education Research Journal
Double, K.S., McGrane, J. , Hopfenbeck, T.N. The Impact of Peer Assessment on Academic Performance: A Meta-analysis of (Quasi) Experimental Studies. Educational Psychology Review [preprint]
Double, K.S. Do Judgments of Learning Impair Recall When Uninformative Cues are Salient? Journal of Memory and Language
MacCann, C., Jiang Y., Brown, L.R.E, Bucich, M, Double, K, Minbashian, A. Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin
Walker, S.A. Double, K.S., & Birney, D.P.The Complicated Relationship between the Dark Triad and Emotional Intelligence: A Systematic Review. Emotion