Email me at if you would like to obtain a copy of these publications (for personal use) or the associated materials. For a description of my research interests see my research page.

Publications can all be found on my Google Scholar page and submitted publications are available on my Open Science Framework page.



Double, K.S., Birney, D.P., & Walker, S.A. (in press) A Meta-analysis and systematic review of reactivity to judgements of learning. Memory [OSF]



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), 5863. doi:10.1038/s41598-017-05826-8 [full text]

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. doi: 10.1016/j.intell.2017.01.005

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 Vision17(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 Reasoning23(2), 190-206. doi: 10.1080/13546783.2017.1289121.

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. [full text]

Colmar, S., & Double, K. (2017). Working Memory Interventions With Children: Classrooms or Computers? Journal of Psychologists and Counsellors in Schools, 1-14. doi:10.1017/jgc.2017.11



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. doi: 10.1016/j.paid.2016.04.101 [data file]


Under Review

Double, K.S., & Birney, D.P. Do confidence Ratings Improve Reasoning Performance at the Expense of Content Mastery? The Interplay Between Metacognition, Goals, and Self-confidence. Thinking and Reasoning [preprint]

Double, K.S., & Birney, D.P. Reactivity to Confidence Ratings in Older Individuals Performing the Latin Square Task. Metacognition and Learning [preprint]

Birney, D.P., Beckmann, J., Beckmann, N., Double, K.S., & Wittingham, K. Confirmation for Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!? Intelligence

Loh, V., Birney, D.P., & Double, K.S. Motivational and Personal Determinants of Commercial Cognitive Training in a General Population. Journal of Personality and Social Psychology:  Personality Processes and Individual Differences