Double, K.S., McGrane, J., & Hopfenbeck T.N. (accepted). The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Educational Psychology Review
Double, K.S., McGrane, J., Stiff, J. & Hopfenbeck T.N. (in press). The importance of Early Phonics Improvements for Predicting Later Reading Comprehension.
Double, K.S. & Birney, D. P. (2019). Do confidence ratings prime confidence? Psychonomic Bulletin & Review, 26(3), 1035-1042.
Double, K.S., & Birney, D.P. (2018) Reactivity to Confidence Ratings in Older Individuals Performing the Latin Square Task. Metacognition and Learning, 13(3),309-326.
Double, K.S. (2018). Reactivity to Confidence Ratings During Reasoning and Problem Solving (Doctoral dissertation, University of Sydney, Sydney, Australia).
Double, K.S., Birney, D.P., & Walker, S.A. (2018). A Meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26(6)
Birney, D.P., Beckmann, J., Beckmann, N., Double, K.S. & Wittingham, K. (2018). Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!? Intelligence, 68
Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., . . . Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1),
Birney, D.P., Beckmann, J., Beckmann, N., & Double, K.S. (2017). Beyond the intellect: Complexity and learning trajectories in Raven’s Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence, 61, 63-77.
Facoetti, A., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., … & Franceschini, S. (2017). Action video games improve reading and cross-modal attentional shifting as well as phonological skills in English-speaking children with dyslexia. Journal of Vision, 17(10), 639-639.
Double, K.S., & Birney, D.P. (2017). Are you sure about that? Eliciting confidence ratings may influence performance on Raven’s Progressive Matrices. Thinking and Reasoning, 23(2), 190-206.
Clarke, I. E., Double, K.S., & MacCann, C. (2017). Rethinking how we prepare students for the workforce: Commentary. In J. Burrus, K. Mattern, B. Naemi, & R. Roberts (Eds.), Building better students: Preparation for the workforce (pp. 229-243). New York: Oxford University Press
Double, K.S., & Birney, D.P. (2017). The interplay between self-evaluation, goal orientation, and self-efficacy on performance and learning. Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1943–1948). London, England: Cognitive Science Society.
Colmar, S., & Double, K.S. (2017). Working Memory Interventions With Children: Classrooms or Computers? Journal of Psychologists and Counsellors in Schools, 1-14.
Double, K.S., & Birney, D.P. (2016). The effects of personality and metacognitive beliefs on cognitive training adherence and performance. Personality and Individual Differences, 102, 7-12.
Double, K.S., & Birney, D.P. Reactivity to Measures of Metacognition. Frontiers in Psychology
Rahnev et al. The Confidence Database. Nature: Human Beahvior. Link
Kunst, H., Double, K.S., Bausseron, E., & MacCann, C. The Relationship of Emotional Intelligence to Appraisal, Coping and Task-Induced Stress. Personality & Individual Differences
Double, K.S., McGrane, J. , Hopfenbeck, T.N. The Impact of Peer Assessment on Academic Performance: A Meta-analysis of (Quasi) Experimental Studies. Educational Psychology Review
MacCann, C., Jiang Y., Brown, L.R.E, Bucich, M, Double, K, Minbashian, A. Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin
Walker, S.A. Double, K.S., & Birney, D.P.The Complicated Relationship between the Dark Triad and Emotional Intelligence: A Systematic Review. Emotion