Miller, T. M. & Geraci, L. (2014). Improving metacognitive accuracy: How failing to retrieve practice items reduces overconfidence. Consciousness and Cognition, 29, 131-140. PDF

Hughes, M. L., Geraci, L., & De Forrest, R. L. (2013). Aging 5 years in 5 minutes: The effect of taking a memory test on older adults’ subjective age. Psychological Science, 24, 2481-2488. PDF

Geraci, L., McDaniel, M. A., Miller, T. M., & Hughes, M. L. (2013). The bizarreness effect: Evidence for the critical influence of retrieval processes. Memory & Cognition, 41, 1228-1137. PDF

Guillory, J. J., & Geraci, L. (2013). Correcting erroneous inferences in memory: The role of source credibility. Journal of Applied Research in Memory and Cognition, 2, 201-209. PDF

Tosun, S., Vaid, J., & Geraci, L. (2013). Does obligatory linguistic marking of source of evidence improve source memory? A Turkish/English investigation. Journal of Memory and Language, 69, 121-134. PDF

Geraci, L., & Miller, T. M. (2013). Improving older adults’ memory performance using prior task success. Psychology and Aging, 28, 340-345. PDF

Meade, M. L., Geraci, L., & Roediger, H. L. III. (2012). Neuropsychological status in older adults influences susceptibility to false memories. American Journal of Psychology, 125, 449-467.

Balsis, S., Unger, A. A., Benge, J. F., Geraci, L., & Doody, R. S. (2012). Gaining precision on the ADAS-cog: A comparison between item response theory-based scores and raw scores. Alzheimer’s & Dementia, 8, 288-294. PDF

Miller, T. M. & Geraci, L. (2011). Unskilled but aware: Reinterpreting overconfidence in low performing students. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 502-506. PDF

McCabe, D. P., Geraci, L., Bowman, J. K., Sensenig, A. E., & Rhodes, M. G. (2011). On the validity of remember‑know judgments: Evidence from think aloud protocols. Consciousness and Cognition, 20, 1625-1633. PDF

Miller, T. M. & Geraci, L. (2011). Training students’ metacognition in the classroom: The influence of incentives and feedback on exam predictions. Metacognition and Learning, 6, 303-314. PDF

Geraci, L. & Manzano, I. (2010). Distinctive items are salient at encoding: Delayed judgments of learning predict the isolation effect.  Quarterly Journal Experimental Psychology, 63, 50-64. PDF

Guillory, J.J. & Geraci, L. (2010). Remembering facts and believing inferences: Younger and older adults’ continued use of false inferences. Psychonomic Bulletin & Review, 17, 73-81. PDF

Geraci, L. & Barnhardt, T. M. (2010). Aging and implicit memory: Examining the contribution of test awareness. Consciousness and Cognition, 19, 606-616. PDF

Geraci, L., McDaniel, M. A., Manzano, I., & Roediger, H. L. III (2009). The influence of aging and frontal functioning on memory for distinctive events. Memory & Cognition, 37, 175-180. PDF

McCabe, D. P. & Geraci, L. (2009). The role of extra-list associations in false remembering: A source misattribution account. Memory & Cognition, 37, 143-157. PDF

McCabe, D. P. & Geraci, L. (2009). The influence of instructions and terminology on remember-know judgments. Consciousness & Cognition, 18, 401-413. PDF

Benge, J. F., Balsis, S., Geraci, L., Massman, P. J., Doody, R. S. (2009). How well do the ADAS-cog and its subscales measure cognitive dysfunction in Alzheimer’s Disease? Dementia and Geriatric Cognitive Disorders, 28, 63-69. PDF

Geraci, L., McCabe, D. P., & Guillory, J. J. (2009). On interpreting the relationship between remember-know judgments and confidence: The role of instructions. Consciousness & Cognition, 18, 701-709. PDF

Geraci, L. &Hamilton, M. (2009). The role of response competition in mediating age effects on implicit memory tests. Aging, Neuropsychology, and Cognition, 16, 683-707. PDF

Barnhardt, T.M. & Geraci, L. (2008). Are awareness questionnaires valid? Investigating the use of post-test questionnaires for assessing awareness in implicit memory tests. Memory & Cognition, 36, 53-64. PDF

Goode, M., Geraci, L., & Roediger, H. L. III (2008) Paradoxical effects of repeated practice: Superiority of variable to repeated practice. Psychonomic Bulletin & Review, 15, 662-666. PDF

Roediger, H. L. III & Geraci, L. (2007). Aging and the misinformation effect: A neuropsychological analysis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 321- 334. PDF

Hamilton, M. & Geraci, L. (2006). The picture superiority effect in conceptual implicit memory: The importance of cuing a picture’s distinctive features. American Journal of Psychology, 119, 1-20. PDF

Geraci, L. & McCabe, D. P. (2006). Examining the basis for illusory recollection: The role of Remember/Know Instructions. Psychonomic Bulletin & Review, 13, 466-473. PDF

Geraci, L. (2006). A test of the frontal lobe hypothesis of age effects in production priming. Neuropsychology, 20, 530-548. PDF

Geraci, L. & Franklin, N. (2004). The influence of linguistic labels on source monitoring decisions. Memory, 12, 571-585. PDF

Geraci, L. & Rajaram, S. (2004). The distinctiveness effect in the absence of conscious recollection: Evidence from conceptual priming. Journal of Memory and Language, 51, 217-230. PDF

Hamilton, M. & Geraci, L. (2004). Converting an experimental laboratory course from paper and pencil to computer. Teaching of Psychology, 31, 141-143.

Geraci, L. & Rajaram, S. (2002). The orthographic distinctiveness effect on direct and indirect tests of memory: Delineating the awareness and processing requirements. Journal of Memory and Language, 47, 273-291. PDF

Roediger, H. L. III, Gallo, D. A., & Geraci, L. (2002). Processing approaches to cognition: The impetus from the levels of processing framework. Memory, 10, 319-332. PDF

Rajaram, S. & Geraci, L. (2000). Conceptual fluency selectively influences knowing. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 1070-1074. PDF