Cohen, M.S., Cheng, L.Y., Paller, K.A., Reber, P.J. (2019). Separate memory-enhancing effects of reward and strategic encoding. Journal of Cognitive Neuroscience, 31, 1658-1673.

Hennessee, J.P., Reggente, N., Cohen, M.S., Rissman, J., Castel, A.D., Knowlton, B.J. (2019). White matter integrity in brain structures supporting semantic processing is associated with value-directed remembering in older adults. Neuropsychologia, 129, 246-254.

 

Reggente, N., Cohen, M.S., Zheng, Z., Castel, A.D., Knowlton, B.J., Rissman, J. (2018). Memory recall for high reward value items correlates with individual differences in white matter pathways associated with reward processing and fronto-temporal communication. Frontiers in Human Neuroscience, 12, 241.

Cohen, M.S., Rissman, J., Hovhannisyan, M., Castel, A.D., Knowlton, B.J. (2017). Free recall test experience potentiates strategy-driven effects of value on memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1581-1601.

 

Cohen, M.S., Rissman, J., Suthana, N.A., Castel, A.D., Knowlton, B.J. (2016). Effects of aging on value-directed modulation of semantic network activity during verbal learning. NeuroImage, 125, 1046-1062.

 

Green, A.E., Cohen, M.S., Raab, H., Yedibalian, C.G., Gray, J.R. (2015). Frontopolar activity and connec­tivity support dynamic conscious augmentation of creative state. Human Brain Mapping, 36, 923-934.

 

Cohen, M.S., Rissman, J., Suthana, N.A., Castel, A.D., & Knowlton, B.J. (2014). Value-based modulation of memory encoding involves strategic engagement of fronto-temporal semantic processing regions. Cognitive, Affective, and Behavioral Neuroscience, 14, 578-592.

Cohen, M.S., Yan, V.X., Halamish, V., Bjork, R.A. (2013). Do students think that difficult or valuable materials should be restudied sooner, rather than later?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1682-1696.

 

Green, A.E., Cohen, M.S., Kim, J.U., & Gray, J.R. (2012). Put your thinking cap on: An explicit cue improves creative analogical reasoning. Intelligence, 40, 598-603.

 

Toppino, T.C. and Cohen, M.S. (2010). Metacognitive control and spaced practice: Clarifying what people do and why. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1480-1491.

Toppino, T.C., Cohen, M.S., Davis, M., Moors, A.C. (2009). Metacognitive control over distribu­tion of practice: When is spacing preferred?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1352-1358.

Toppino, T.C. and Cohen, M.S. (2009). The testing effect and the retention interval: Questions and answers.  Experimental Psychology, 56, 252-257.

Unpublished manuscript:

Cohen, M.S., Friedman, M.C., Soderstrom, N.C., Castel, A.D., & Bjork, R.A. Dissociations between learners’ predicted and actual effects of level of processing and assigned point value on subsequent memory performance. Last edited 12/30/14. Uploaded to PsyArXiv 12/24/19. (https://psyarxiv.com/bkcxf )

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