Robert A. Nash
Robert A. Nash
Reader in Psychology, Aston University
Verified email at aston.ac.uk - Homepage
Title
Cited by
Cited by
Year
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes
NE Winstone, RA Nash, M Parker, J Rowntree
Educational Psychologist 52 (1), 17-37, 2017
3542017
‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience
NE Winstone, RA Nash, J Rowntree, M Parker
Studies in Higher Education 42 (11), 2026-2041, 2017
2092017
Innocent but proven guilty: Eliciting internalized false confessions using doctored‐video evidence
RA Nash, KA Wade
Applied Cognitive Psychology 23 (5), 624-637, 2009
124*2009
Creating non-believed memories for recent autobiographical events
A Clark, RA Nash, G Fincham, G Mazzoni
PLoS One 7 (3), e32998, 2012
1022012
Responsibility-sharing in the giving and receiving of assessment feedback
RA Nash, NE Winstone
Frontiers in Psychology 8, 1519, 2017
762017
Shared cognitive processes underlying past and future thinking: The impact of imagery and concurrent task demands on event specificity.
RJ Anderson, SA Dewhurst, RA Nash
Journal of Experimental Psychology: Learning, Memory, and Cognition 38 (2), 356, 2012
682012
On the persuadability of memory: Is changing people's memories no more than changing their minds?
RA Nash, RL Wheeler, L Hope
British Journal of Psychology 106 (2), 308-326, 2015
652015
Digitally manipulating memory: Effects of doctored videos and imagination in distorting beliefs and memories
RA Nash, KA Wade, DS Lindsay
Memory & cognition 37 (4), 414-424, 2009
652009
People consider reliability and cost when verifying their autobiographical memories
KA Wade, RA Nash, M Garry
Acta Psychologica 146, 28-34, 2014
562014
Truthiness and Falsiness of Trivia Claims Depend on Judgmental Contexts.
EJ Newman, M Garry, C Unkelbach, DM Bernstein, DS Lindsay, RA Nash
Journal of Experimental Psychology: Learning, Memory, and Cognition 41 (5 …, 2015
552015
What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology
NE Winstone, RA Nash, J Rowntree, R Menezes
Assessment & Evaluation in Higher Education, 2016
532016
Sub-types of nonbelieved memories reveal differential outcomes of challenges to memories
A Scoboria, RA Nash, G Mazzoni
Memory 25 (7), 876-889, 2017
492017
Public attitudes on the ethics of deceptively planting false memories to motivate healthy behavior
RA Nash, SR Berkowitz, S Roche
Applied Cognitive Psychology 30 (6), 885-897, 2016
472016
A robust preference for cheap-and-easy strategies over reliable strategies when verifying personal memories
RA Nash, KA Wade, M Garry, JS Adelman
Memory 25 (7), 890-899, 2017
432017
Why do doctored images distort memory?
RA Nash, KA Wade, RJ Brewer
Consciousness and cognition 18 (3), 773-780, 2009
392009
Disowned recollections: Denying true experiences undermines belief in occurrence but not judgments of remembering
G Mazzoni, A Clark, RA Nash
Acta Psychologica 145, 139-146, 2014
362014
Can fabricated evidence induce false eyewitness testimony?
KA Wade, SL Green, RA Nash
Applied Cognitive Psychology 24 (7), 899-908, 2010
342010
Reconstructing alcohol-induced memory blackouts
RA Nash, MKT Takarangi
Memory 19 (6), 566-573, 2011
312011
Does rapport‐building boost the eyewitness eyeclosure effect in closed questioning?
RA Nash, A Nash, A Morris, SL Smith
Legal and Criminological Psychology 21 (2), 305-318, 2016
302016
Building feedback literacy: Students’ perceptions of the Developing Engagement with Feedback Toolkit
NE Winstone, G Mathlin, RA Nash
Frontiers in Education 4, 39, 2019
232019
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