Publications in Peer-Reviewed Journals

Besken, M., Solmaz, E. C.*, Karaca, M.*, & Atilgan, N*. (2019). Not All Perceptual Difficulties Lower Memory Predictions: Testing the Perceptual Fluency Hypothesis with Rotated and Inverted Object Images. Memory & Cognition, 47, 906-922.

Besken, M. (2018). Generating Lies Produces Lower Memory Predictions and Higher Memory Performance Than Telling the Truth: Evidence for a Metacognitive Illusion. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 465-484.

Besken, M. (2016). Picture-Perfect Is Not Perfect for Metamemory: Testing the Perceptual Fluency Hypothesis With Degraded Images. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1417-1433.

Besken, M., & Mulligan, N. W. (2014). Perceptual Fluency, Auditory Generation, and Metamemory: Analyzing the Perceptual Fluency Hypothesis in the Auditory Modality. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 429-440.

Susser, J., Mulligan, N. W. & Besken, M. (2013). The effects of list composition and perceptual fluency on judgments of learning (JOLs). Memory & Cognition, 41, 1000-1011. 

Besken, M., & Mulligan, N. W. (2013). Easily perceived, easily learned? Perceptual interference produces a double dissociation between metamemory and memory performance. Memory & Cognition, 41, 897-903.  

Besken, M., & Mulligan, N. W. (2010). Context effects in auditory implicit memory. The Quarterly Journal of Experimental Psychology, 63, 2012-2030.

Mulligan, N. W., Besken, M., & Peterson, D. J. (2010). Remember-know and source monitoring can qualitatively change old-new recognition accuracy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 558-566.

Besken, M., & Gülgöz, S. (2009). Reliance on schemas in source memory: Age differences and similarity of schemas. Aging, Neuropsychology, and Cognition, 16, 1-21.

Book Chapters

Mulligan, N. W. & Besken, M. (2013). Implicit Memory. In D. Reisberg (Ed.), Oxford Handbook of Cognitive Psychology. (pp. 220 – 231). Oxford: Oxford University Press.

*denotes student author