A causal role for posterior medial prefrontal cortex in choice-induced preference change.

/in

Izuma, K., Akula, S., Murayama, K., Wu, D-A., Iacoboni, M., & Adolphs, R. (2015). A causal role for posterior medial prefrontal cortex in choice-induced preference change. Journal of Neuroscience, 35(8), 3598-3606.

Mastery-approach goals eliminate retrieval-induced forgetting: The role of achievement goals in memory inhibition.

/in

Ikeda, K., Castel, A. D., & Murayama, K. (2015). Mastery-approach goals eliminate retrieval-induced forgetting: The role of achievement goals in memory inhibition. Personality and Social Psychology Bulletin, 41(5), 687-695.

Memory for medication side effects in younger and older adults: The role of subjective and objective importance.

/in

Friedman, M. C., McGillivray, S., Murayama, K., & Castel, A. D. (2015). Memory for medication side effects in younger and older adults: The role of subjective and objective importance. Memory & Cognition, 43, 206-215.

Potential-based achievement goals.

/in

Elliot, A. J., Murayama, K., Kobeisy, A., & Lichtenfeld, S. (2015). Potential-based achievement goals. British Journal of Educational Psychology, 85, 192-206.

 

Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals.

/in

Tanaka, A., & Murayama, K. (2014). Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. Journal of Educational Psychology, 106(4), 1122–1134.

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

/in

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.

/in

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.

/in

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.

/in

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.

/in

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.