Amber E. Witherby

661 total citations
22 papers, 440 citations indexed

About

Amber E. Witherby is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Amber E. Witherby has authored 22 papers receiving a total of 440 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Cognitive Neuroscience, 11 papers in Developmental and Educational Psychology and 10 papers in Experimental and Cognitive Psychology. Recurrent topics in Amber E. Witherby's work include Memory Processes and Influences (15 papers), Educational Strategies and Epistemologies (9 papers) and Visual and Cognitive Learning Processes (5 papers). Amber E. Witherby is often cited by papers focused on Memory Processes and Influences (15 papers), Educational Strategies and Epistemologies (9 papers) and Visual and Cognitive Learning Processes (5 papers). Amber E. Witherby collaborates with scholars based in United States and United Kingdom. Amber E. Witherby's co-authors include Sarah K. Tauber, Shana K. Carpenter, John Dunlosky, Jeffrey D. Karpicke, Robert Ariel, Matthew G. Rhodes, Alan D. Castel, Henry L. Roediger, Adam L. Putnam and Katherine A. Rawson and has published in prestigious journals such as Journal of Experimental Psychology Learning Memory and Cognition, Psychology and Aging and Memory & Cognition.

In The Last Decade

Amber E. Witherby

21 papers receiving 427 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Amber E. Witherby United States	10	227	193	149	126	74	22	440
Dung C. Bui United States	10	119 0.5×	152 0.8×	159 1.1×	105 0.8×	47 0.6×	12	364
Kathryn T. Wissman United States	10	233 1.0×	168 0.9×	103 0.7×	80 0.6×	98 1.3×	22	358
Kit W. Cho United States	12	199 0.9×	125 0.6×	156 1.0×	57 0.5×	111 1.5×	39	417
Lorie‐Marlène Brault Foisy Canada	9	145 0.6×	189 1.0×	160 1.1×	194 1.5×	30 0.4×	26	437
Mariëtte H. van Loon Switzerland	16	169 0.7×	415 2.2×	196 1.3×	190 1.5×	85 1.1×	28	597
Tino Endres Germany	12	124 0.5×	286 1.5×	232 1.6×	140 1.1×	112 1.5×	24	466
NarayanKripa Sundararajan United States	6	151 0.7×	265 1.4×	179 1.2×	203 1.6×	117 1.6×	9	515
Kayla Morehead United States	6	80 0.4×	185 1.0×	125 0.8×	162 1.3×	48 0.6×	9	329
Sible Andringa Netherlands	13	154 0.7×	418 2.2×	106 0.7×	59 0.5×	87 1.2×	36	668
Kathleen M. Arnold United States	9	303 1.3×	192 1.0×	158 1.1×	68 0.5×	112 1.5×	13	483

Countries citing papers authored by Amber E. Witherby

Since Specialization

Citations

This map shows the geographic impact of Amber E. Witherby's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Amber E. Witherby with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amber E. Witherby more than expected).

Fields of papers citing papers by Amber E. Witherby

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amber E. Witherby. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Amber E. Witherby. The network helps show where Amber E. Witherby may publish in the future.

Co-authorship network of co-authors of Amber E. Witherby

This figure shows the co-authorship network connecting the top 25 collaborators of Amber E. Witherby. A scholar is included among the top collaborators of Amber E. Witherby based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Amber E. Witherby. Amber E. Witherby is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Witherby, Amber E., et al.. (2025). Students’, Teachers’, and Parents’ Knowledge About and Perceptions of Learning Strategies. Behavioral Sciences. 15(2). 160–160. 1 indexed citations

Witherby, Amber E., et al.. (2023). Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?. Journal of Intelligence. 11(7). 139–139. 4 indexed citations

Rivers, Michelle L., Jessica L. Janes, John Dunlosky, Amber E. Witherby, & Sarah K. Tauber. (2023). Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance. Journal of Intelligence. 11(8). 164–164. 3 indexed citations

Rivers, Michelle L., John Dunlosky, Jessica L. Janes, Amber E. Witherby, & Sarah K. Tauber. (2023). Judgments of learning enhance recall for category-cued but not letter-cued items. Memory & Cognition. 51(7). 1547–1561. 7 indexed citations

Witherby, Amber E., Shana K. Carpenter, & Andrew M. Smith. (2023). Exploring the relationship between prior knowledge and metacognitive monitoring accuracy. Metacognition and Learning. 18(2). 591–621. 3 indexed citations

Witherby, Amber E., et al.. (2021). People hold mood-congruent beliefs about memory but do not use these beliefs when monitoring their learning.. Journal of Experimental Psychology Learning Memory and Cognition. 48(4). 499–519. 4 indexed citations

Witherby, Amber E. & Shana K. Carpenter. (2021). The rich-get-richer effect: Prior knowledge predicts new learning of domain-relevant information.. Journal of Experimental Psychology Learning Memory and Cognition. 48(4). 483–498. 47 indexed citations

Ariel, Robert, Jeffrey D. Karpicke, Amber E. Witherby, & Sarah K. Tauber. (2020). Do Judgments of Learning Directly Enhance Learning of Educational Materials?. Educational Psychology Review. 33(2). 693–712. 35 indexed citations

Carpenter, Shana K., Amber E. Witherby, & Sarah K. Tauber. (2020). On students’ (mis)judgments of learning and teaching effectiveness: Where we stand and how to move forward.. Journal of Applied Research in Memory and Cognition. 9(2). 181–185. 6 indexed citations

10.

Carpenter, Shana K., Amber E. Witherby, & Sarah K. Tauber. (2020). On students’ (mis)judgments of learning and teaching effectiveness.. Journal of Applied Research in Memory and Cognition. 9(2). 137–151. 107 indexed citations

11.

Tauber, Sarah K. & Amber E. Witherby. (2019). Do judgments of learning modify older adults’ actual learning?. Psychology and Aging. 34(6). 836–847. 29 indexed citations

12.

Tauber, Sarah K., Amber E. Witherby, & John Dunlosky. (2019). Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs. Memory & Cognition. 47(6). 1102–1119. 14 indexed citations

13.

Tauber, Sarah K., et al.. (2019). How do older adults maintain corrections in knowledge across a lengthy delay?. Psychology and Aging. 35(1). 112–123. 4 indexed citations

14.

Witherby, Amber E. & Sarah K. Tauber. (2019). The current status of students’ note-taking: Why and how do students take notes?. Journal of Applied Research in Memory and Cognition. 8(2). 139–153. 37 indexed citations

15.

Witherby, Amber E., Sarah K. Tauber, Matthew G. Rhodes, & Alan D. Castel. (2018). Aging and forgetting: Forgotten information is perceived as less important than is remembered information.. Psychology and Aging. 34(2). 228–241. 8 indexed citations

16.

Witherby, Amber E. & Sarah K. Tauber. (2017). The influence of judgments of learning on long-term learning and short-term performance.. Journal of Applied Research in Memory and Cognition. 6(4). 496–503. 45 indexed citations

17.

Tauber, Sarah K., Amber E. Witherby, John Dunlosky, et al.. (2017). Does covert retrieval benefit learning of key-term definitions?. Journal of Applied Research in Memory and Cognition. 7(1). 106–115. 25 indexed citations

18.

Witherby, Amber E. & Sarah K. Tauber. (2017). Monitoring of learning for emotional faces: how do fine-grained categories of emotion influence participants’ judgments of learning and beliefs about memory?. Cognition & Emotion. 32(4). 860–866. 12 indexed citations

19.

Rhodes, Matthew G., Amber E. Witherby, Alan D. Castel, & Kou Murayama. (2016). Explaining the forgetting bias effect on value judgments: The influence of memory for a past test. Memory & Cognition. 45(3). 362–374. 8 indexed citations

20.

Witherby, Amber E. & Sarah K. Tauber. (2016). The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs. Memory & Cognition. 45(4). 639–650. 38 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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