Kaya, S.*, Besken, M., Bal, C.*, & Berjin İke, S*. (2023). Online dating through lies: the effects of lie fabrication for personal semantic information on predicted and actual memory performance. Memory, 1-15.  https://doi.org/10.1080/09658211.2023.2178660 

Ardıç, E.*, & Besken, M. (2022). Cooking through perceptual disfluencies: The effects of auditory and visual distortions on predicted and actual memory performance. Memory & Cognition, 1-13. https://doi.org/10.3758/s13421-022-01370-7

Besken, M. & Mulligan, N.W. (2022). The bizarreness effect and visual imagery: No impact of concurrent visuo-spatial distractor tasks indicates little role for visual imagery. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48(9), 1281-1295. https://doi.org/10.1037/xlm0001038

Ünal, B.*, & Besken, M. (2020). Blessedly forgetful and blissfully unaware: a positivity bias in memory for (re) constructions of imagined past and future events. Memory, 28(7), 888-899. https://doi.org/10.1080/09658211.2020.1789169

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(5), 906-922. https://doi.org/10.3758/s13421-019-00907-7

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(3), 465-484. https://doi.org/10.1037/xlm0000459

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(9), 1417-1433. https://doi.org/10.1037/xlm0000246

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(2), 429-440. https://doi.org/10.1037/a0034407

Susser, J., Mulligan, N. W. & Besken, M. (2013). The effects of list composition and perceptual fluency on judgments of learning (JOLs). Memory & Cognition, 41(7), 1000-1011. https://doi.org/10.3758/s13421-013-0323-8

Besken, M., & Mulligan, N. W. (2013). Easily perceived, easily learned? Perceptual interference produces a double dissociation between metamemory and memory performance. Memory & Cognition, 41(6), 897-903. https://doi.org/10.3758/s13421-013-0307-8

Besken, M., & Mulligan, N. W. (2010). Context effects in auditory implicit memory. The Quarterly Journal of Experimental Psychology, 63(10), 2012-2030. https://doi.org/10.1080/17470211003660501

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(2), 558-566. https://doi.org/10.1037/a0018408

Besken, M., & Gülgöz, S. (2009). Reliance on schemas in source memory: Age differences and similarity of schemas. Aging, Neuropsychology, and Cognition, 16(1), 1-21.  https://doi.org/10.1080/13825580802175650