On the transfer of prior tests or study events to subsequent study.

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Storm, B. C., Friedman, M. C., Murayama, K., & Bjork, R. A. (2014). On the transfer of prior tests or study events to subsequent study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(1), 115–124.

The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions.

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Pekrun, R., Cusack, A., Murayama, K., Elliot, A, J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115-124.

Type I error inflation in the traditional by-participant analysis to metamemory accuracy: A generalized mixed-effects model perspective.

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Murayama, K., Sakaki, M., Yan, V. X., & Smith, G. M. (2014). Type I error inflation in the traditional by-participant analysis to metamemory accuracy: A generalized mixed-effects model perspective. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1287–1306.

Research practices that can prevent an inflation of false-positive rates.

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Murayama, K., Pekrun, R., & Fiedler, K. (2014). Research practices that can prevent an inflation of false-positive rates. Personality and Social Psychology Review, 18(2), 107-118.

Forgetting as a consequence of retrieval: A meta-analytic review of retrieval-induced forgetting.

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Murayama, K., Miyatsu, T., Buchli, D., & Storm, B. C. (2014). Forgetting as a consequence of retrieval: A meta-analytic review of retrieval-induced forgetting. Psychological Bulletin, 140(5), 1383–1409.

Consolidation power of extrinsic rewards: Reward cues enhance long-term memory for irrelevant past events.

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Murayama, K., & Kitagami, S. (2014). Consolidation power of extrinsic rewards: Reward cues enhance long-term memory for irrelevant past events. Journal of Experimental Psychology: General, 143(1), 15–20.

The dynamic effects of age-related stereotype threat on explicit and implicit memory performance in older adults.

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Eich, T. S. , Murayama, K., Castel, A. D., & Knowlton, B. J. (2014). The dynamic effects of age-related stereotype threat on explicit and implicit memory performance in older adults. Social Cognition, 32(6), 559-570.

Mechanisms of motivation-cognition interaction: Challenges and opportunities.

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Braver, T. S., Krug, M. K., Chiew, K. S., Kool, W., Westbrook, J. A., Clement, N. J., Adcock, R. A., Barch, D. M., Botvinick, M. M., Carver, C. S., Cols, R., Custers, R., Dickinson, A., Dweck, C. S., Fishbach, A., Gollwitzer, P. M., Hess, T. M., Isaacowitz, D. M., Mather, M., Murayama, K., Pessoa, L., Samanez-Larkin, G. R., & Somerville, L. H. (2014). Mechanisms of motivation-cognition interaction: Challenges and opportunities. Cognitive, Affective, & Behavioral Neuroscience, 14, 443-472.

Social equality in the number of choice options is represented in the ventromedial prefrontal cortex.

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Aoki, R., Matsumoto, M., Yomogida, Y., Izuma, K., Murayama, K., Sugiura, A., Camerer, C. F., Adolphs, R., & Matsumoto, K. (2014). Social equality in the number of choice options is represented in the ventromedial prefrontal cortex. Journal of Neuroscience, 34(18), 6413-6421.

Why students often fail to use learning strategies that experts have found effective? An intra-individual analysis.

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Yoshida, T., & Murayama, K. (2013). Why students often fail to use learning strategies that experts have found effective? An intra-individual analysis. Japanese Journal of Educational Psychology, 61(1), 32-43.