Rhodes, M. G. & Kelley, C. M. (in press). The ring of familiarity:  False familiarity due to rhyming primes in item and associative information. Journal of Memory and Language.

Sahakyan, L., Delaney, P. F., & Kelley, C. M. (in press). Self-evaluation as a moderating factor of strategy change in directed forgetting benefits. Psychonomic Bulletin & Review.

Kelley, C.M. & Sahakyan, L. (in press). Memory, monitoring and control in the attainment of memory accuracy. Journal of Memory and Language.

Kelley, C.M., & Rhodes, M. G. (2002).  Making sense and nonsense of experience:  Attributions in memory and judgment. In B. H. Ross (Ed.)  Psychology of Learning and Motivation: Advances in Theory and Research Vol. 41, 293-320.

Sahakyan, L. & Kelley, C.M. (2002) A contextual change account of the directed forgetting effect.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 28, 1064-1072.

Meissner, C.A., Brigham, J.C., & Kelley, C.M. (2001). The influence of retrieval processes in verbal overshadowing.  Memory & Cognition, 29, 176-186.

Kelley, C.M.(1999).  Subjective experience as a basis for “objective” judgments:  Effects of past experience on judgments of difficulty.  In D. Gopher and A. Koriat (Eds.), Attention and Performance:  Cognitive Regulation of Performance:  Interaction of Theory and Application.  (Vol. 17, pp. 515-536). Cambridge, MA: MIT Press.

Kelley, C.M., & Jacoby, L. L. (1998). Subjective reports and process dissociation:  Fluency, knowing, and feeling.  Acta Psychologica, 98, 127-140.

Gruppuso, V., Lindsay, D. S., & Kelley, C. M. (1997).  The process-dissociation procedure and similarity:  Defining and estimating recollection and familiarity in recognition memory.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 23, 259-278.

Kelley, C. M., & Jacoby, L. L.(1996).  Adult egocentrism:  Subjective experience versus analytic bases for judgment.  Journal of Memory and Language, 35, 157-175.

Lindsay, D. S., & Kelley, C. M. (1996). Creating illusions of knowing in the remember/know paradigm. Journal of Memory and Language, 35. 197-211.