{"id":18,"date":"2011-08-04T23:34:43","date_gmt":"2011-08-04T23:34:43","guid":{"rendered":"http:\/\/sites.williams.edu\/nk2\/?page_id=18"},"modified":"2026-05-03T06:27:14","modified_gmt":"2026-05-03T10:27:14","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.williams.edu\/nk2\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

2026<\/strong><\/p>\n

Li, A., Wang, Y., Zhao, W., Fiechter, J. L., Kornell, N., Shanks, D. R., Luo, L., & Yang, C. (2026). Both fluency and response repetition are responsible for inflated confidence induced by repeated questioning<\/a>. Metacognition and Learning, 21, 17<\/em>. https:\/\/doi.org\/10.1007\/s11409-026-09462-4<\/p>\n

2025<\/strong><\/p>\n

Kornell, N. (2025). Does memory accessibility affect how much we learn from studying?<\/a>\u00a0Behavioral Sciences, 15(6)<\/em>, 760. https:\/\/doi.org\/10.3390\/bs15060760<\/p>\n

Kornell, N., & Bjork, R. A. (2025). Why empirical forgetting curves deviate from actual forgetting rates: A distribution model of forgetting.<\/a>\u00a0Behavioral Sciences, 15(7), <\/em>924. https:\/\/doi.org\/10.3390\/bs15070924<\/p>\n

2021<\/strong><\/p>\n

Fiechter, J. L., & Kornell, N. (2021). Answering a factual question today increases one\u2019s confidence in the same answer tomorrow\u2014independent of fluency<\/a>. Psychonomic Bulletin & Review, 28<\/em>, 962\u2013968. https:\/\/doi.org\/10.3758\/s13423-021-01882-4<\/p>\n

Fiechter, J. L., & Kornell, N. (2021). How the wisdom of crowds, and of the crowd within, are affected by expertise<\/a>. Cognitive Research: Principles and Implication<\/i>s, 6<\/em>, 1-7. https:\/\/doi.org\/10.1186\/s41235-021-00273-6<\/p>\n

2020<\/strong><\/p>\n

Kornell, N. (2020). Why and how you should read student evaluations of teaching.<\/a> Journal of Applied Research in Memory and Cognition, 9<\/em>, 165\u2013169. https:\/\/doi.org\/10.1016\/j.jarmac.2020.02.006<\/p>\n

2019<\/strong><\/p>\n

Smalarz, L., Kornell, N., Vaughn, K. E., & Palmer, M. A. (2019). Identification performance from multiple lineups: Should eyewitnesses who pick fillers be burned?<\/a>\u00a0Journal of Applied Research in Memory and Cognition, 8(2),<\/i> 221-232. https:\/\/doi.org\/10.1016\/j.jarmac.2019.03.001<\/p>\n

Vaughn, K. E., & Kornell, N. (2019). How to activate students\u2019 natural desire to test themselves<\/a>. Cognitive Research: Principles and Implications<\/i>, 4<\/i>, 35. https:\/\/doi.org\/10.1186\/s41235-019-0187-y<\/p>\n

2018<\/strong><\/p>\n

Fiechter, J. L., Fealing, C., Gerrard, R., & Kornell, N. (2018). Audiovisual quality impacts assessments of job candidates in video interviews: Evidence for an AV quality bias.<\/a>\u00a0Cognitive Research: Principles and Implications, 3(1)<\/em>, 47. https:\/\/doi.org\/10.1186\/s41235-018-0139-y<\/p>\n

Kornell, N., & Vaughn, K. E. (2018). In inductive category learning, people simultaneously block and space their studying using a strategy of being thorough and fair<\/a>. Archives of Scientific Psychology, 6(1)<\/em>, 138\u2013147. https:\/\/doi.org\/10.1037\/arc0000042<\/p>\n

Vaughn, K. E., Cone, J., & Kornell, N. (2018). A User\u2019s Guide to Collecting Data Online<\/a>. In H. Otani & B. L. Schwartz (Eds),\u00a0Research Methods in Human Memory Research<\/em>\u00a0(pp. 354-373).\u00a0New York: Routledge. https:\/\/doi.org\/10.4324\/9780429439957-20<\/p>\n

2017<\/strong><\/p>\n

Ferrigno, S., Kornell, N., & Cantlon, J. F. (2017). A metacognitive illusion in monkeys<\/a>. Proceedings of the Royal Society B: Biological Sciences, 284(1862)<\/em>, 20171541. https:\/\/doi.org\/10.1098\/rspb.2017.1541<\/p>\n

Kornell, N., & Hausman, H. (2017). Performance bias: Why judgments of learning are not affected by learning.<\/a>\u00a0Memory & Cognition, 45(8)<\/em>, 1270\u20131280. https:\/\/doi.org\/10.3758\/s13421-017-0740-1<\/p>\n

Vaughn, K. E., Hausman, H., & Kornell, N. (2017). Retrieval attempts enhance learning regardless of time spent trying to retrieve<\/a>.\u00a0Memory,<\/em> 25, 298-316.<\/em> doi:10.1080\/09658211.2016.1170152<\/p>\n

2016<\/strong><\/strong><\/p>\n

Kornell, N., & Finn, B. (2016). Self-regulated learning: An overview of theory and data<\/a>. In J. Dunlosky & S. Tauber (Eds.), The Oxford Handbook of Metamemory<\/em>. New York, NY: Oxford University Press. doi:10.1093\/oxfordhb\/9780199336746.013.23<\/p>\n

Kornell, N., & Vaughn, K. E. (2016). How retrieval attempts affect learning: A review and synthesis<\/a>.\u00a0The Psychology of Learning and Motivation<\/i> (pp. 183\u2013215). https:\/\/doi.org\/10.1016\/bs.plm.2016.03.003<\/p>\n

Kornell, N., & Hausman, H. (2016). Do the best teachers get the best ratings?<\/a>\u00a0Frontiers in Psychology.<\/i> 7(570). doi:10.3389\/fpsyg.2016.00570<\/p>\n

Sitzman, D. M., Rhodes, M. G., & Kornell, N. (2016). The influence of feedback on predictions of future memory performance<\/a>. Memory & Cognition,\u00a044<\/em>, 1102\u20131113. doi:10.3758\/s13421-016-0623-x<\/p>\n

2015<\/strong><\/strong><\/p>\n

Kornell, N. (2015). If it is stored in my memory I will surely retrieve it: anatomy of a metacognitive belief<\/a>.\u00a0Metacognition and Learning,<\/em> 10, 279-292.\u00a0<\/em>doi:10.1007\/s11409-014-9125-z<\/p>\n

Kornell, N., Klein, P. J., & Rawson, K. A. (2015).\u00a0Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter<\/a>.\u00a0Journal of Experimental Psychology: Learning, Memory, and Cognition,<\/em> 41, 283-294.\u00a0<\/em>doi:10.1037\/a0037850<\/p>\n

Yue, C. L., Storm, B. C., Kornell, N., & Bjork, E. L. (2015). Highlighting and its relation to distributed study and students\u2019 metacognitive beliefs<\/a>.\u00a0Educational Psychology Review, 27<\/em>, 69-78. doi:10.1007\/s10648-014-9277-z<\/p>\n

2014<\/strong><\/strong><\/p>\n

Hausman, H., & Kornell, N. (2014).\u00a0 Mixing topics while studying does not enhance learning<\/a>.\u00a0Journal of Applied Research in Memory and Cognition, 3,\u00a0<\/em>153-160. doi:10.1016\/j.jarmac.2014.03.003\u00a0<\/em><\/p>\n

Kornell, N. (2014a).\u00a0Attempting to answer a meaningful question enhances subsequent learning even when feedback is delayed<\/a>.\u00a0Journal of Experimental Psychology: Learning, Memory, and Cognition, 40,<\/em>\u00a0106-114.\u00a0doi:10.1037\/a0033699<\/p>\n

Kornell, N. (2014b). Where is the \u201cmeta\u201d in animal metacognition?<\/a>\u00a0Journal of Comparative Psychology, 128<\/em>, 143-149. doi:10.1037\/a0033444<\/p>\n

Kornell, N. (2014c). Where to draw the line on metacognition: A taxonomy of metacognitive cues.<\/a>\u00a0Journal of Comparative Psychology, 128<\/em>, 160-162. doi:10.1037\/a0036194.<\/p>\n

Kornell, N., & Flanagan, K. (2014).\u00a0Is focusing on unknown items while studying a beneficial long-term strategy?<\/a>\u00a0Journal of Cognitive Psychology, 26<\/em>, 928-942. doi:10.1080\/20445911.2014.967771<\/p>\n

Kornell, N., & Metcalfe, J. (2014). The effects of memory retrieval, errors and feedback on learning<\/a>. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.).\u00a0Applying science of learning in education: Infusing psychological science into the curriculum\u00a0<\/i>(pp. 225-251).\u00a0Retrieved from the Society for the Teaching of Psychology web site:\u00a0http:\/\/teachpsych.org\/ebooks\/asle2014\/index.php<\/a><\/p>\n

Morgan, G., Kornell, N., Kornblum, T., & Terrace, H. S. (2014). Retrospective and prospective metacognitive judgments in rhesus macaques (Macaca mulatta)<\/a>.\u00a0Animal Cognition, 17,<\/i> 249-257. doi:10.1007\/s10071-013-0657-4<\/p>\n

Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. L. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages<\/a>.\u00a0Memory & Cognition, 42,\u00a0<\/em>1038-1048. doi:10.3758\/s13421-014-0416-z<\/p>\n

Vo, V. A., Li, R., Kornell, N., Pouget, A., & Cantlon, J. F. (2014).\u00a0Young children bet on their numerical skills: metacognition in the numerical domain<\/a>.\u00a0Psychological Science, 25<\/em>,\u00a01712\u20131721. doi:10.1177\/0956797614538458<\/p>\n

2013<\/strong><\/strong><\/p>\n

Birnbaum, M. S., Kornell, N., Bjork, E. L., & Bjork, R. A. (2013). Why interleaving enhances inductive learning: The roles of discrimination and retrieval<\/a>.\u00a0Memory & Cognition, 41<\/em>, 392-402. doi:10.3758\/s13421-012-0272-7<\/p>\n

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013).\u00a0Self\u2010regulated learning: beliefs, techniques, and illusions<\/a>.\u00a0Annual Review of Psychology, 64<\/em>, 417-444. doi:10.1146\/annurev-psych-113011-143823<\/p>\n

Carpenter, S. K., Wilford, M. M., Kornell, N., &\u00a0Mullaney, K. M. (2013).\u00a0Appearances can be deceiving: Instructor fluency increases perceptions of learning without increasing actual learning<\/a>.\u00a0Psychonomic Bulletin & Review, 20,<\/em> 1350-1356.\u00a0doi:10.3758\/s13423-013-0442-z<\/p>\n

Hays, M. J., Kornell, N., & Bjork, R. A. (2013).\u00a0When and why a failed test potentiates the effectiveness of subsequent study<\/a>.\u00a0Journal of Experimental Psychology: Learning, Memory, and Cognition, 39<\/em>, 290-296. doi:10.1037\/a0028468<\/p>\n

Kornell, N. (2013).\u00a0Discrimination learning: Training methods<\/a>. In H. Pashler (Ed.),\u00a0Encyclopedia of the Mind\u00a0<\/em><\/em>(pp. 250-252).<\/em>\u00a0Thousand Oaks: Sage Reference. https:\/\/doi.org\/10.4135\/9781452257044.n92<\/p>\n

Kornell, N., & Rhodes, M. G. (2013).\u00a0Feedback reduces the metacognitive benefit of tests<\/a>.\u00a0Journal of Experimental Psychology: Applied, 19<\/em>, 1-13. doi:10.1037\/a0032147<\/p>\n

Todorov, I., Kornell, N., Sundqvist, M. L., & J\u00f6nsson, F. U. (2013).\u00a0Phrasing questions in terms of current (not future) knowledge increases preferences for cue-only judgments of learning<\/a>.\u00a0Archives of Scientific Psychology, 1<\/em>, 7-13. doi:10.1037\/arc0000002<\/p>\n

2012<\/strong><\/p>\n

Kornell, N. (2012).\u00a0A stability bias in human memory<\/a>. In N. Seel (Ed.),\u00a0Encyclopedia of the Sciences of Learning <\/em>(pp. 4-7). New York: Springer. https:\/\/doi.org\/10.1007\/978-1-4419-1428-6_1683<\/p>\n

Kornell, N., Rabelo, V. C., & Klein, P. J. (2012).\u00a0Tests enhance learning\u2014Compared to what?<\/a>\u00a0Journal of Applied Research in Memory and Cognition, 1<\/em>, 257-259. https:\/\/doi.org\/10.1016\/j.jarmac.2012.10.002<\/p>\n

Son, L. K., Kornell, N., Finn, B., & Cantlon, J. F. (2012). Metacognition and the social animal<\/a>.\u00a0In P. Bri\u00f1ol, & K. G. DeMarree (Eds.). Social Metacognition<\/em> (pp. 159-175).<\/em> New York, NY: Psychology Press.<\/p>\n

2011<\/strong><\/p>\n

Finley, J. R., Benjamin, A. S., Hays, M. J., Bjork, R. A., & Kornell, N. (2011). Benefits of accumulating versus diminishing cues in recall<\/a>.\u00a0Journal of Memory and Language<\/em> 64,<\/em>289-298. https:\/\/doi.org\/10.1016\/j.jml.2011.01.006<\/p>\n

Kornell, N. (2011). Failing to predict future changes in memory: A stability bias yields long-term overconfidence<\/a>. In A. S. Benjamin (Ed.), Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork<\/em> (pp. 365-386). New York, NY: Psychology Press.<\/p>\n

Kornell, N., Bjork, R. A., & Garcia, M. A. (2011). Why tests appear to prevent forgetting: A distribution-based bifurcation model<\/a>. Journal of Memory and Language, 65,<\/em> 85-97. https:\/\/doi.org\/10.1016\/j.jml.2011.04.002<\/p>\n

Kornell, N., Rhodes, M. G., Castel, A. D., & Tauber, S. K. (2011). The ease of processing heuristic and the stability bias: Dissociating memory, memory beliefs, and memory judgments<\/a>. Psychological Science<\/em>, 22,<\/em> 787-794. doi:10.1177\/0956797611407929.<\/p>\n

Schwartz, B. L., Son, L. K., Kornell, N., & Finn, B. (2011). Four principles of memory improvement: A guide to improving learning efficiency<\/a>. International Journal of Creativity and Problem Solving, 21,<\/em> 7-15.<\/em><\/p>\n

2010<\/strong><\/p>\n

Hays, M. J., Kornell, N., & Bjork, R. A. (2010). The costs and benefits of providing feedback during learning<\/a>. Psychonomic Bulletin & Review, 17<\/em>, 797-801. doi:10.3758\/PBR.17.6.797.<\/p>\n

Kornell, N. (2010). Metacognition<\/a>. In D. Mills (ed.), The Encyclopedia of Applied Animal Behaviour & Welfare <\/em>(pp. 413-414). Wallingford, Oxon, UK: CABI publishing.<\/p>\n

Kornell, N., Castel, A. D., Eich, T. S., & Bjork, R. A. (2010). Spacing as the friend of both memory and induction in young and older adults<\/a>. Psychology and Aging, 25, <\/em>498-503. https:\/\/doi.org\/10.1037\/a0017807<\/p>\n

Son, L. K., & Kornell, N. (2010). The virtues of ignorance<\/a>. Behavioral Processes, 83<\/em>, 207-212. https:\/\/doi.org\/10.1016\/j.beproc.2009.12.005<\/p>\n

2009<\/strong><\/p>\n

Kornell, N. (2009a). Metacognition in humans and animals<\/a>. Current Directions in Psychological Science, 18<\/em>, 11-15.<\/em> https:\/\/doi.org\/10.1111\/j.1467-8721.2009.01597.x<\/p>\n

Kornell, N. (2009b). Optimizing learning using flashcards: Spacing is more effective than cramming<\/a>. Applied Cognitive Psychology, 23<\/em>, 1297-1317. https:\/\/doi.org\/10.1002\/acp.1537<\/p>\n

Kornell, N., & Bjork, R. A. (2009). A stability bias in human memory: Overestimating remembering and underestimating learning<\/a>. Journal of Experimental Psychology: General, 138<\/em>, 449-468. doi:10.1037\/a0017350<\/p>\n

Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning<\/a>. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35<\/em>, 989-998. https:\/\/doi.org\/10.1037\/a0015729<\/p>\n

Kornell, N., Schwartz, B. L., & Son, L. K. (2009). What monkeys can tell us about metacognition and mindreading (commentary)<\/a>. Behavioral and Brain Sciences, 32<\/em>, 150-151. https:\/\/doi.org\/10.1017\/s0140525x09000685<\/p>\n

Kornell, N., & Son, L. K. (2009). Learners\u2019 choices and beliefs about self-testing<\/a>. Memory, 17<\/em>, 493-501.<\/em> https:\/\/doi.org\/10.1080\/09658210902832915<\/p>\n

Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children\u2019s and adults’ vocabulary learning<\/a>. Memory & Cognition, 37<\/em>, 1077-1087.<\/em> https:\/\/doi.org\/10.3758\/mc.37.8.1077<\/p>\n

Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning?<\/a> Journal of Experimental Psychology: Applied, 15<\/em>, 243-257. https:\/\/doi.org\/10.1037\/a0016496<\/p>\n

Son, L. K., & Kornell, N. (2009). Simultaneous decisions at study: time allocation, ordering, and spacing<\/a>. Metacognition and Learning, 4<\/em>, 237-248.<\/em> https:\/\/doi.org\/10.1007\/s11409-009-9049-1<\/p>\n

2008<\/strong><\/p>\n

Kornell, N. & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the \u201cenemy of induction\u201d?<\/a> Psychological Science, 19<\/em>, 585-592. https:\/\/doi.org\/10.1111\/j.1467-9280.2008.02127.x<\/p>\n

Kornell, N., & Bjork, R. A. (2008). Optimizing self-regulated study: The benefits\u2014and costs\u2014of dropping flashcards<\/a>. Memory, 16<\/em>, 125-136. https:\/\/doi.org\/10.1080\/09658210701763899<\/p>\n

Richland, L. E., Kao, L. S., & Kornell, N. (2008). Can unsuccessful tests enhance learning? <\/a> In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society<\/em> (pp. 2338-2343). Austin, TX: Cognitive Science Society.<\/p>\n

Son, L. K., & Kornell, N. (2008). Research on the allocation of study time: Key studies from 1890 to the present (and beyond). In J. Dunlosky & R. A. Bjork (Eds.), A handbook of memory and metamemory <\/em>(pp. 333-351). Hillsdale, NJ: Psychology Press.<\/p>\n

Vlach, H. A., Sandhofer, C. M., & Kornell, N. (2008). The spacing effect in children\u2019s memory and category induction<\/a>. Cognition, 109<\/em>, 163-167. https:\/\/doi.org\/10.1016\/j.cognition.2008.07.013<\/p>\n

2007<\/strong><\/p>\n

Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study<\/a>. Psychonomic Bulletin & Review, 14<\/em>, 219-224. https:\/\/doi.org\/10.3758\/bf03194055<\/p>\n

Kornell, N., Son, L. K., & Terrace, H. S. (2007). Transfer of metacognitive skills and hint seeking in monkeys<\/a>. Psychological Science, 18,<\/em> 64-71. https:\/\/doi.org\/10.1111\/j.1467-9280.2007.01850.x<\/p>\n

Kornell, N., & Terrace, H. S. (2007). The generation effect in monkeys<\/a>. Psychological Science, 18<\/em>, 682-685.<\/em> https:\/\/doi.org\/10.1111\/j.1467-9280.2007.01959.x<\/p>\n

Metcalfe, J., & Kornell, N. (2007). Principles of cognitive science in education: The effects of generation, errors and feedback<\/a>. Psychonomic Bulletin & Review, 14<\/em>, 225-229. https:\/\/doi.org\/10.3758\/bf03194056<\/p>\n

Metcalfe, J., Kornell, N., & Son, L. K. (2007). A cognitive-science based program to enhance study efficacy in a high and low-risk setting<\/a>. European Journal of Cognitive Psychology, 19<\/em>, 743-768. https:\/\/doi.org\/10.1080\/09541440701326063<\/p>\n

2006<\/strong><\/p>\n

Kornell, N., & Metcalfe, J. (2006). “Blockers” do not block recall during tip-of-the-tongue states<\/a>. Metacognition and Learning, 1, <\/em>248-261. https:\/\/doi.org\/10.1007\/s11409-007-9003-z<\/p>\n

Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework<\/a>. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32,<\/em> 609-622. https:\/\/doi.org\/10.1037\/0278-7393.32.3.609<\/p>\n

2005<\/strong><\/p>\n

Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation<\/a>. Journal of Memory and Language, 52,<\/em> 463-477. https:\/\/doi.org\/10.1016\/j.jml.2004.12.001<\/p>\n

Son, L. K., & Kornell, N. (2005). Metaconfidence judgments in rhesus macaques: Explicit versus implicit mechanisms. In Terrace, H. S. & Metcalfe, J. (Eds.), The missing link in cognition: Origins of self-reflective consciousness <\/em>(pp. 296-320). New York: Oxford University Press.<\/p>\n

2003<\/strong><\/p>\n

Metcalfe, J. & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning<\/a>. Journal of Experimental Psychology: General, 132,<\/em> 530-542. https:\/\/doi.org\/10.1037\/0096-3445.132.4.530<\/p>\n

Son, L. K., Schwartz, B. L., & Kornell, N. (2003). Implicit metacognition, explicit uncertainty, and the monitoring\/control distinction in animal Metacognition (commentary)<\/a>. Behavioral and Brain Sciences, 26,<\/em> 355-356. https:\/\/doi.org\/10.1017\/s0140525x03400083<\/p>\n

2001<\/strong><\/p>\n

Neuringer, A., Kornell, N., & Olufs, M. (2001). Stability and variability in extinction<\/a>. Journal of Experimental Psychology: Animal Behavior Processes, 27<\/em>, 79-94. https:\/\/doi.org\/10.1037\/\/0097-7403.27.1.79<\/p>\n

1953<\/strong><\/p>\n

Kornell., N., Watson, J. D., & Crick, F. H. C. (1953). Molecular structure of nucleic acids: A structure for deoxyribose nucleic acid<\/a>.\u00a0Nature, 171,\u00a0<\/em>737-8.\u00a0
\n<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

2026 Li, A., Wang, Y., Zhao, W., Fiechter, J. L., Kornell, N., Shanks, D. R., Luo, L., & Yang, C. (2026). Both fluency and response repetition are responsible for inflated confidence induced by repeated questioning. Metacognition and Learning, 21, 17. https:\/\/doi.org\/10.1007\/s11409-026-09462-4 2025 Kornell, N. (2025). Does memory accessibility affect how much we learn from studying?\u00a0Behavioral … Continue reading Publications<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":213,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-18","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/pages\/18","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/users\/213"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/comments?post=18"}],"version-history":[{"count":181,"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":1137,"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/pages\/18\/revisions\/1137"}],"wp:attachment":[{"href":"https:\/\/sites.williams.edu\/nk2\/wp-json\/wp\/v2\/media?parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}