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Jenni Redifer (Schelble)
Title
Cited by
Cited by
Year
Emotion dysregulation and academic resilience in maltreated children
JL Schelble, BA Franks, MD Miller
Child & Youth Care Forum 39, 289-303, 2010
962010
Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking
JL Redifer, CL Bae, Q Zhao
Learning and Instruction 71, 101395, 2021
872021
Investigating the testing effect: Retrieval as a characteristic of effective study strategies
CL Bae, DJ Therriault, JL Redifer
Learning and Instruction 60, 206-214, 2019
762019
Prevalence of learning styles in educational psychology and introduction to education textbooks: A content analysis
SR Wininger, JL Redifer, AD Norman, MK Ryle
Psychology Learning & Teaching 18 (3), 221-243, 2019
632019
Classifying retrieval strategies as a function of working memory
JL Schelble, DJ Therriault, MD Miller
Memory & Cognition 40 (2), 218-230, 2012
602012
Implicit theories, working memory, and cognitive load: Impacts on creative thinking
JL Redifer, CL Bae, M DeBusk-Lane
Sage Open 9 (1), 2158244019835919, 2019
522019
Effect of student classroom cell phone usage on teachers
D Pulliam
212017
On cognition, need, and action: How working memory and need for cognition influence leisure activities
DJ Therriault, JL Redifer, CS Lee, Y Wang
Applied Cognitive Psychology 29 (1), 81-90, 2015
162015
Looking back: Reasoning and metacognition with narrative texts
BA Franks, DJ Therriault, MI Buhr, ES Chiang, CM Gonzalez, HK Kwon, ...
Metacognition and learning 8, 145-171, 2013
132013
The impact of The Leader in Me on student engagement and social emotional skills
B Goble, J Zhang, K Suzuki, T Norman, G Houchens, J Redifer, S Miller
Annual Conference of the American Educational Research Association, Chicago, IL, 2015
102015
Extensive experience with multiple languages may not buffer age-related declines in executive function
KM Weyman, M Shake, JL Redifer
Experimental Aging Research 46 (4), 291-310, 2020
92020
Working memory capacity and self‐explanation strategy use provide additive problem‐solving benefits
JL Redifer, DJ Therriault, CS Lee, AN Schroeder
Applied Cognitive Psychology 30 (3), 420-429, 2016
92016
Expecting Immediate Grades: Impacts on motivation, effort, and performance
Q Zhao, J Redifer
SAGE Open 6 (2), 2158244016646413, 2016
72016
Where do neuromyths come from? Sources and strength of psychological misconceptions.
JL Redifer, K Jackola
Scholarship of Teaching and Learning in Psychology, 2022
42022
Operationalizing and Measuring Personalized Learning in K-12 Schools: The Development and Implementation of an Innovation Configuration Map.
HE Arrowsmith, GW Houchens, TA Crossbourne-Richards, JL Redifer, ...
International Journal of Education Policy and Leadership 17 (3), n3, 2021
42021
Input modality pairings influence dual task costs, but not cognitive load
R Bragg, JL Redifer
Journal of Cognitive Psychology 34 (6), 726-736, 2022
12022
Undergraduate Researchers: Mentees and Mentors
JL Redifer, D Strode, C Webb
Journal of the Scholarship of Teaching and Learning 21 (1), 2021
12021
K-12 teachers’ beliefs about and reactions to students’ off-task technology use
SR Wininger, DE Lancaster, JL Redifer, WP Derryberry
Journal of Research on Technology in Education, 1-12, 2023
2023
Moving Towards Effective Correction of Resistant and Harmful Psychological Misconceptions: BISTOPS 2022 Special Section
JL Redifer
Human Arenas, 1-6, 2023
2023
Operationalizing and Measuring Personalized Learning in K–12 Schools: The Development and Implementation of an Innovation Configuration Map
G Houchens, T Crossbourne, J Redifer, A Norman, J Zhang
2021
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