| Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension P Delgado, C Vargas, R Ackerman, L Salmerón Educational research review 25, 23-38, 2018 | 849 | 2018 |
| Metacognitive regulation of text learning: on screen versus on paper. R Ackerman, M Goldsmith Journal of experimental psychology: Applied 17 (1), 18, 2011 | 635 | 2011 |
| Meta-reasoning: Monitoring and control of thinking and reasoning R Ackerman, VA Thompson Trends in cognitive sciences 21 (8), 607-617, 2017 | 409 | 2017 |
| Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure R Ackerman, T Lauterman Computers in human behavior 28 (5), 1816-1828, 2012 | 355 | 2012 |
| The role of answer fluency and perceptual fluency as metacognitive cues for initiating analytic thinking VA Thompson, JAP Turner, G Pennycook, LJ Ball, H Brack, Y Ophir, ... Cognition 128 (2), 237-251, 2013 | 317 | 2013 |
| Overcoming screen inferiority in learning and calibration T Lauterman, R Ackerman Computers in Human Behavior 35, 455-463, 2014 | 184 | 2014 |
| The diminishing criterion model for metacognitive regulation of time investment. R Ackerman Journal of experimental psychology: General 143 (3), 1349, 2014 | 179 | 2014 |
| Metacognition and mindreading: Judgments of learning for self and other during self-paced study A Koriat, R Ackerman Consciousness and cognition 19 (1), 251-264, 2010 | 150 | 2010 |
| The memorizing effort heuristic in judgments of learning: A developmental perspective A Koriat, R Ackerman, K Lockl, W Schneider Journal of experimental child psychology 102 (3), 265-279, 2009 | 133 | 2009 |
| Choice latency as a cue for children’s subjective confidence in the correctness of their answers A Koriat, R Ackerman Developmental Science 13 (3), 441-453, 2010 | 132 | 2010 |
| Disfluent fonts don’t help people solve math problems. A Meyer, S Frederick, TC Burnham, JD Guevara Pinto, TW Boyer, LJ Ball, ... Journal of Experimental Psychology: General 144 (2), e16, 2015 | 131 | 2015 |
| Control over grain size in memory reporting--With and without satisficing knowledge. R Ackerman, M Goldsmith Journal of Experimental Psychology: Learning, Memory, and Cognition 34 (5), 1224, 2008 | 131 | 2008 |
| The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: a developmental perspective. A Koriat, R Ackerman, S Adiv, K Lockl, W Schneider Journal of Experimental Psychology: General 143 (1), 386, 2014 | 123 | 2014 |
| The persistence of the fluency–confidence association in problem solving R Ackerman, H Zalmanov Psychonomic bulletin & review 19, 1187-1192, 2012 | 119 | 2012 |
| Understanding metacognitive inferiority on screen by exposing cues for depth of processing Y Sidi, M Shpigelman, H Zalmanov, R Ackerman Learning and instruction 51, 61-73, 2017 | 114 | 2017 |
| Meta-reasoning: what can we learn from meta-memory? R Ackerman, VA Thompson Reasoning as memory, 164-182, 2014 | 93 | 2014 |
| Judgments of learning depend on how learners interpret study effort. A Koriat, R Nussinson, R Ackerman Journal of Experimental Psychology: Learning, Memory, and Cognition 40 (6), 1624, 2014 | 91 | 2014 |
| The easily learned, easily remembered heuristic in children A Koriat, R Ackerman, K Lockl, W Schneider Cognitive Development 24 (2), 169-182, 2009 | 76 | 2009 |
| Generalizing screen inferiority-does the medium, screen versus paper, affect performance even with brief tasks? Y Sidi, Y Ophir, R Ackerman Metacognition and Learning 11, 15-33, 2016 | 71 | 2016 |
| Response latency as a predictor of the accuracy of children's reports. R Ackerman, A Koriat Journal of Experimental Psychology: Applied 17 (4), 406, 2011 | 64 | 2011 |
