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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., & Birney, D.P. Reactivity to Confidence Ratings in Older Individuals Performing the Latin Square Task. Metacognition and Learning
Double, K.S., & Birney, D.P.Do Confidence Ratings Prime Confidence? . Psychonomic Bulletin & Review
Loh, V., Birney, D.P., & Double, K.S. Motivational and Personal Determinants of Commercial Cognitive Training in a General Population. Journal of Personality and Social Psychology: Personality Processes and Individual Differences