Nathaniel L. Foster

Even after thirteen class exams, students are still overconfident: the role of memory for past exam performance in student predictions

Nathaniel L. Foster, Christopher A. Was, John Dunlosky et al. · Metacognition and Learning · 2016 · 108 citations

Cognitive Science, Student Assessment, Thirteen Class Exams +12

Intentional forgetting of actions: Comparison of list-method and item-method directed forgetting

Lili Sahakyan, Nathaniel L. Foster · Journal of Memory and Language · 2009 · 78 citations

Cognitive Science, Behavioral Sciences, Mnemonic +9

Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice

Nathaniel L. Foster, Michael L. Mueller, Christopher A. Was et al. · Memory & Cognition · 2019 · 64 citations · Full text

Teacher Education, Mathematics Education, Discriminative Contrast +8

Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving?

Nathaniel L. Foster, Katherine A. Rawson, John Dunlosky · Learning and Instruction · 2017 · 41 citations

Problem-based Learning, Mathematics Education, Cognitive Science +10

The role of forget-cue salience in list-method directed forgetting

Nathaniel L. Foster, Lili Sahakyan · Memory · 2011 · 30 citations

Cognition, Directed Forgetting, Attention +16