Peer-reviewed Publications
(*denotes undergraduate student; e-mail [email protected] for reprints)
2024/in press
Cho, K. W. & Permzadian, V. (in press). The impact of open educational resources on student achievement: A meta-analysis. International Journal of Educational Research.
Cho, K. W. (2024). Assessing the accuracy of students’ metacognitive awareness of psychology concepts. Psychology of Learning & Teaching, 23(1), 90–113. https://doi.org/10.1080/07377363.2023.2218580
Palmer, C. A., Bower, J. L., Cho, K. W., Clementi, M. A., Lau, S., Oosterhoff, B., Alfano, C. A. (in press). Sleep loss and emotion: A systematic review and meta-analysis of over fifty years of experimental research. Psychological Bulletin.
Cho, K. W. (2024). Assessing the accuracy of students’ metacognitive awareness of psychology concepts. Psychology of Learning & Teaching, 23(1), 90–113. https://doi.org/10.1080/07377363.2023.2218580
Palmer, C. A., Bower, J. L., Cho, K. W., Clementi, M. A., Lau, S., Oosterhoff, B., Alfano, C. A. (in press). Sleep loss and emotion: A systematic review and meta-analysis of over fifty years of experimental research. Psychological Bulletin.
2023/in press
Cho, K. W., & *Kongo, D. (2023). The relations among math anxiety, math self-construct, and math achievement in older and underserved minority students. Journal of Continuing Higher Education, 1–16. https://doi.org/10.1080/07377363.2023.2218580
Cho, K. W., & *Frizzell, S. (2023). A condensed Positive Psychology course improves students’ subjective well-being and academic achievement. Teaching of Psychology, 1–12. https://doi.org/10.1177/00986283231179913
Cho, K. W. (2023). Students’ age and noncognitive traits predict writing self-efficacy and motivation. Studies in Education Evaluation, 78, 1–8. https://doi.org/10.1016/j.stueduc.2023.10128
Permzadian, V. & Cho, K. W. (2023). Does the format of an assessment affect learning? A systematic review of the literature. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2023.2289128
Cho, K. W., & *Frizzell, S. (2023). A condensed Positive Psychology course improves students’ subjective well-being and academic achievement. Teaching of Psychology, 1–12. https://doi.org/10.1177/00986283231179913
Cho, K. W. (2023). Students’ age and noncognitive traits predict writing self-efficacy and motivation. Studies in Education Evaluation, 78, 1–8. https://doi.org/10.1016/j.stueduc.2023.10128
Permzadian, V. & Cho, K. W. (2023). Does the format of an assessment affect learning? A systematic review of the literature. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2023.2289128
2022
Cho, K. W. (2022). Measuring math anxiety among predominately underrepresented minority undergraduates using the Abbreviated Math Anxiety Scale. Journal of Psychoeducational Assessment, 40(3), 416-429. https://doi.org/10.1177/07342829211063286
Cho, K. W. (2022). Predicting beliefs in psychological misconceptions with psychology knowledge and the Critical Reflection Test: A replication and extension. Teaching of Psychology, 49(4), 303-309. https://doi.org/10.1177/00986283211041624
Cho, K. W. (2022). Predicting beliefs in psychological misconceptions with psychology knowledge and the Critical Reflection Test: A replication and extension. Teaching of Psychology, 49(4), 303-309. https://doi.org/10.1177/00986283211041624
2021
Cho, K. W. (2021). A hack for learning math: Starting and ending on high notes to create a more pleasurable learning experience. Educational Psychology, 41(9), 1082-1096. https://doi.org/10.1080/01443410.2021.1934404
Cho, K. W., Visbal, A. P., Moosally, M., Jackson, J., & Logan, L. (2021). Empowering faculty to build meaningful curricula to enhance student success. International Journal of Teaching and Learning in Higher Education, 33(1), 79-88.
Cho, K. W., Visbal, A. P., Moosally, M., Jackson, J., & Logan, L. (2021). Empowering faculty to build meaningful curricula to enhance student success. International Journal of Teaching and Learning in Higher Education, 33(1), 79-88.
2020
Cho, K. W., & Serrano, D. (2020). Noncognitive predictors of academic achievement among nontraditional and traditional ethnically diverse college students. The Journal of Continuing Higher Education. Advance online publication. https://doi.org/10.1080/07377363.2020.1776557
Cho, K. W., Tse, C-S., & Chan, Y-L. (2020). Normative data for Chinese-English paired associates. Behavioral Research Methods, 52, 440-445. https://doi.org/10.3758/s13428-019-01240-2
Cho, K. W., Tse, C-S., & Chan, Y-L. (2020). Normative data for Chinese-English paired associates. Behavioral Research Methods, 52, 440-445. https://doi.org/10.3758/s13428-019-01240-2
2019
Cho, K. W. (2019). Exploring the dark side of exposure to peer excellence among traditional and nontraditional college students. Learning and Individual Differences, 73, 52-58. https://doi.org/10.1016/j.lindif.2019.05.001
Cho, K. W., & *Powers, A. (2019). Testing enhances both memorization and conceptual learning of categorical materials. Journal of Applied Research in Memory and Cognition, 8(2), 166-177. https://doi.org/10.1016/j.jarmac.2019.01.003
Cho, K. W., & *Powers, A. (2019). Testing enhances both memorization and conceptual learning of categorical materials. Journal of Applied Research in Memory and Cognition, 8(2), 166-177. https://doi.org/10.1016/j.jarmac.2019.01.003
2018
Cho, K. W. (2018). Survival processing enhances visual search efficiency. Experimental Psychology, 65, 149-157. https://doi.org/10.1027/1618-3169/a000398
Cho, K. W., Kazanas, S. A., & Altarriba, J. (2018). Survival processing in recognition memory: Separating recollection from familiarity. American Journal of Psychology, 131, 19-32. https://doi.org/10.5406/amerjpsyc.131.1.0019
Cho, K. W., Kazanas, S. A., & Altarriba, J. (2018). Survival processing in recognition memory: Separating recollection from familiarity. American Journal of Psychology, 131, 19-32. https://doi.org/10.5406/amerjpsyc.131.1.0019
2017
Cho, K. W., Neely, J. H., Brennan, M. K., Vitrano, D., & Crocco, S. (2017). Does testing increase spontaneous mediation in learning semantically related paired associates? Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1768-1778.
https://doi.org/10.1037/xlm0000414
Cho, K. W., & Neely, J. H. (2017). The roles of encoding strategies and retrieval practice in test expectancy effects. Memory, 5, 626-635. https://doi.org/10.1080/09658211.2016.1202983
Cho, K. W., Neely, J. H., Crocco, S., & Vitrano, D. (2017). Testing enhances both encoding and retrieval for both tested and untested items. Quarterly Journal of Experimental Psychology, 70, 1211-1235. https://doi.org/10.1080/17470218.2016.1175485
https://doi.org/10.1037/xlm0000414
Cho, K. W., & Neely, J. H. (2017). The roles of encoding strategies and retrieval practice in test expectancy effects. Memory, 5, 626-635. https://doi.org/10.1080/09658211.2016.1202983
Cho, K. W., Neely, J. H., Crocco, S., & Vitrano, D. (2017). Testing enhances both encoding and retrieval for both tested and untested items. Quarterly Journal of Experimental Psychology, 70, 1211-1235. https://doi.org/10.1080/17470218.2016.1175485
2016
Cho. K. W. (2016). I can see what you are saying: Auditory labels reduce visual search times. Acta Psychologica, 170, 19-31. https://doi.org/10.1016/j.actpsy.2016.06.003
Cho, K. W., & Feldman, L. B. (2016). When repeating aloud enhances episodic memory for spoken words: Interactions between production- and perception-derived variability. Journal of Cognitive Psychology, 6, 673-683. https://doi.org/10.1080/20445911.2016.1182173
Cho, K. W., & Feldman, L. B. (2016). When repeating aloud enhances episodic memory for spoken words: Interactions between production- and perception-derived variability. Journal of Cognitive Psychology, 6, 673-683. https://doi.org/10.1080/20445911.2016.1182173
2015
Cho, K. W., Altarriba, J., & *Popiel, M. (2015). Mental juggling: When does multitasking impair reading comprehension? The Journal of General Psychology, 142, 90-105. https://doi.org/10.1080/00221309.2014.1003029
Feldman, L. B., Milin, P., Cho, K. W., del Prado Martín, F. M., & O’Connor, P. A. (2015). Must analysis of meaning follow analysis of form? A time course analysis. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2015.00111
Feldman, L. B., Milin, P., Cho, K. W., del Prado Martín, F. M., & O’Connor, P. A. (2015). Must analysis of meaning follow analysis of form? A time course analysis. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2015.00111
2014
Huang, Y., Chi-Shing, T., & Cho, K. W. (2014). Living in the north is not necessarily favorable: Different metaphoric associations between cardinal direction and valence in Hong Kong and in the United States. European Journal of Social Psychology, 44, 360-369. https://doi.org/10.1002/ejsp.2013
Neely, J. H., & Cho, K. W. (2014). Testing and retrieval practice effects: Assessing the contributions of encoding and retrieval mechanisms. In D. S. Lindsay, C. M. Kelley, A. P. Yonelinas, & H. L. Roediger, III (Eds.) (pp. 29-45). Remembering: Attributions, processes, and control in human memory: Papers in honour of Larry L. Jacoby. New York: Psychology Press
*Veltre, M., Cho, K. W., & Neely, J. H. (2014). Transfer appropriate processing in the testing effect. Memory, 23, 1229-1237. https://doi.org/10.1080/09658211.2014.970196
Neely, J. H., & Cho, K. W. (2014). Testing and retrieval practice effects: Assessing the contributions of encoding and retrieval mechanisms. In D. S. Lindsay, C. M. Kelley, A. P. Yonelinas, & H. L. Roediger, III (Eds.) (pp. 29-45). Remembering: Attributions, processes, and control in human memory: Papers in honour of Larry L. Jacoby. New York: Psychology Press
*Veltre, M., Cho, K. W., & Neely, J. H. (2014). Transfer appropriate processing in the testing effect. Memory, 23, 1229-1237. https://doi.org/10.1080/09658211.2014.970196
2013
Cho, K. W., & Feldman, L. B. (2013). Production and accent effects on memory. The Mental Lexicon, 8, 295-319. https://www.jbe-platform.com/content/journals/10.1075/ml.8.3.02cho
2012
Cho, K. W., Chi-Shing, T., & Neely, J. H. (2012). Citation rates for cognitive psychology articles published between 1950-2004: 500 Articles ranking in the top .6%. Memory & Cognition, 40, 1132-1161. https://doi.org/10.3758/s13421-012-0214-4
Cho, K. W., & Neely, J. H. (2012). Null category-length and target-lure relatedness effects in episodic recognition: A constraint on item-noise interference models. Quarterly Journal of Experimental Psychology, 66, 1331-1355. https://doi.org/10.1080/17470218.2012.739185
Cho, K. W., & Neely, J. H. (2012). Is Hirsch’s H the best predictor of the number of a researcher’s extremely highly cited articles? Measurement: Interdisciplinary Research & Perspectives, 10, 157-160. https://doi.org/10.1080/15366367.2012.720195
Cho, K. W., & Neely, J. H. (2012). Null category-length and target-lure relatedness effects in episodic recognition: A constraint on item-noise interference models. Quarterly Journal of Experimental Psychology, 66, 1331-1355. https://doi.org/10.1080/17470218.2012.739185
Cho, K. W., & Neely, J. H. (2012). Is Hirsch’s H the best predictor of the number of a researcher’s extremely highly cited articles? Measurement: Interdisciplinary Research & Perspectives, 10, 157-160. https://doi.org/10.1080/15366367.2012.720195