-
2
-
-
0001249213
-
Memory predictions are based on ease of processing
-
BEGG, I., DUFT, S., LALONDE, P., MELNICK, R., & SANVITO, J. (1989). Memory predictions are based on ease of processing. Journal of Memory & Language, 28, 610-632.
-
(1989)
Journal of Memory & Language
, vol.28
, pp. 610-632
-
-
BEGG, I.1
DUFT, S.2
LALONDE, P.3
MELNICK, R.4
SANVITO, J.5
-
3
-
-
0001053949
-
Learning strategies as determinants of memory deficiencies
-
BELMONT, J. M., & BUTTERFIELD, E. C. (1971). Learning strategies as determinants of memory deficiencies. Cognitive Psychology, 2, 411-420.
-
(1971)
Cognitive Psychology
, vol.2
, pp. 411-420
-
-
BELMONT, J.M.1
BUTTERFIELD, E.C.2
-
4
-
-
0000251648
-
Memory and metamemory considerations in the training of human beings
-
J. Metcalfe & A. P. Shimamura Eds, Cambridge, MA: MIT Press
-
BJORK, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press.
-
(1994)
Metacognition: Knowing about knowing
, pp. 185-205
-
-
BJORK, R.A.1
-
5
-
-
58149368252
-
Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework
-
BLAXTON, T. A. (1989). Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework. Journal of Experimental Psychology: Learning, Memory, & Cognition, 15, 657-668.
-
(1989)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.15
, pp. 657-668
-
-
BLAXTON, T.A.1
-
6
-
-
0028346939
-
The learning ability paradox in adult metamemory research: Where are the metamemory differences between good and poor learners?
-
CULL, W. L., & ZECHMEISTER, E. B. (1994). The learning ability paradox in adult metamemory research: Where are the metamemory differences between good and poor learners? Memory & Cognition, 22, 249-257.
-
(1994)
Memory & Cognition
, vol.22
, pp. 249-257
-
-
CULL, W.L.1
ZECHMEISTER, E.B.2
-
7
-
-
0030826627
-
Age differences in the allocation of study time account for age differences in memory performance
-
DUNLOSKY, J., & CONNOR, L. T. (1997). Age differences in the allocation of study time account for age differences in memory performance. Memory & Cognition, 25, 691-700.
-
(1997)
Memory & Cognition
, vol.25
, pp. 691-700
-
-
DUNLOSKY, J.1
CONNOR, L.T.2
-
8
-
-
0030743486
-
Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning
-
DUNLOSKY, J., & HERTZOG, C. (1997). Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning. Journals of Gerontology, Series B: Psychological Sciences & Social Sciences, 52B, P178-P186.
-
(1997)
Journals of Gerontology, Series B: Psychological Sciences & Social Sciences
, vol.52 B
-
-
DUNLOSKY, J.1
HERTZOG, C.2
-
9
-
-
0030641844
-
Similarity between the cue for judgments of learning (JOL) and the cue for test is not the primary determinant of JOL accuracy
-
DUNLOSKY, J., & NELSON, T. O. (1997). Similarity between the cue for judgments of learning (JOL) and the cue for test is not the primary determinant of JOL accuracy. Journal of Memory & Language, 36, 34-49.
-
(1997)
Journal of Memory & Language
, vol.36
, pp. 34-49
-
-
DUNLOSKY, J.1
NELSON, T.O.2
-
10
-
-
85039205409
-
-
ENGLISH-BULLDOGS.ORG (2004). English Bulldogs. Retrieved September 15, 2004, from www.english-bulldogs.org.
-
ENGLISH-BULLDOGS.ORG (2004). English Bulldogs. Retrieved September 15, 2004, from www.english-bulldogs.org.
-
-
-
-
11
-
-
33744781376
-
Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry
-
FLAVELL, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
-
(1979)
American Psychologist
, vol.34
, pp. 906-911
-
-
FLAVELL, J.H.1
-
12
-
-
0001172022
-
Calibration of comprehension
-
GLENBERG, A. M., & EPSTEIN, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, & Cognition, 11, 702-718.
-
(1985)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.11
, pp. 702-718
-
-
GLENBERG, A.M.1
EPSTEIN, W.2
-
13
-
-
0001394502
-
Enhancing calibration of comprehension
-
GLENBERG, A. M., SANOCKI, T., EPSTEIN, W., & MORRIS, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116, 119-136.
-
(1987)
Journal of Experimental Psychology: General
, vol.116
, pp. 119-136
-
-
GLENBERG, A.M.1
SANOCKI, T.2
EPSTEIN, W.3
MORRIS, C.4
-
14
-
-
84864891749
-
The illusion of knowing: Failure in the self-assessment of comprehension
-
GLENBERG, A. M., WILKINSON, A. C., & EPSTEIN, W. (1982). The illusion of knowing: Failure in the self-assessment of comprehension. Memory & Cognition, 10, 597-602.
-
(1982)
Memory & Cognition
, vol.10
, pp. 597-602
-
-
GLENBERG, A.M.1
WILKINSON, A.C.2
EPSTEIN, W.3
-
15
-
-
0039879069
-
Effect of response requirement and type of material on acquisition and retention performance in short-term memory
-
KELLAS, G., & BUTTERFIELD, E. C. (1971). Effect of response requirement and type of material on acquisition and retention performance in short-term memory. Journal of Experimental Psychology, 88, 50-56.
-
(1971)
Journal of Experimental Psychology
, vol.88
, pp. 50-56
-
-
KELLAS, G.1
BUTTERFIELD, E.C.2
-
16
-
-
0031494049
-
Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning
-
KORIAT, A. (1997). Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, 349-370.
-
(1997)
Journal of Experimental Psychology: General
, vol.126
, pp. 349-370
-
-
KORIAT, A.1
-
17
-
-
34547913563
-
Studies of study: The effect of position in intentional learning of a series
-
LE NY, J. F. (1969). Studies of study: The effect of position in intentional learning of a series. L'Année Psychologique, 69, 81-92.
-
(1969)
L'Année Psychologique
, vol.69
, pp. 81-92
-
-
LE NY, J.F.1
-
18
-
-
0000305983
-
Regulation of study-time and interstimulus similarity in self-paced learning conditions
-
LE NY, J. F., DENHIERE, G., & LE TAILLANTER, D. (1972). Regulation of study-time and interstimulus similarity in self-paced learning conditions. Acta Psychologica, 36, 280-289.
-
(1972)
Acta Psychologica
, vol.36
, pp. 280-289
-
-
LE NY, J.F.1
DENHIERE, G.2
LE TAILLANTER, D.3
-
19
-
-
0003059366
-
Interactive processes during reading
-
A. M. Lesgold & C. A. Perfetti Eds, Hillsdale, NJ: Erlbaum
-
LEVY, B. A. (1981). Interactive processes during reading. In A. M. Lesgold & C. A. Perfetti (Eds.), Interactive processes in reading (pp. 1-35). Hillsdale, NJ: Erlbaum.
-
(1981)
Interactive processes in reading
, pp. 1-35
-
-
LEVY, B.A.1
-
20
-
-
0021508391
-
Metacomprehension of text material
-
MAKI, R. H., & BERRY, S. L. (1984). Metacomprehension of text material. Journal of Experimental Psychology: Learning, Memory, & Cognition, 10, 663-679.
-
(1984)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.10
, pp. 663-679
-
-
MAKI, R.H.1
BERRY, S.L.2
-
21
-
-
58149207333
-
Increased processing enhances calibration of comprehension
-
MAKI, R. H., FOLEY, J. M., KAJER, W. K., THOMPSON, R. C., & WILLERT, M. G. (1990). Increased processing enhances calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, & Cognition, 16, 609-616.
-
(1990)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.16
, pp. 609-616
-
-
MAKI, R.H.1
FOLEY, J.M.2
KAJER, W.K.3
THOMPSON, R.C.4
WILLERT, M.G.5
-
22
-
-
0000254477
-
The basis of test predictions for text material
-
MAKI, R. H., & SERRA, M. (1992). The basis of test predictions for text material. Journal of Experimental Psychology: Learning, Memory, & Cognition, 18, 116-126.
-
(1992)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.18
, pp. 116-126
-
-
MAKI, R.H.1
SERRA, M.2
-
23
-
-
21144460317
-
Strategies in study-time allocation: Why is study time sometimes not effective?
-
MAZZONI, G., & CORNOLDI, C. (1993). Strategies in study-time allocation: Why is study time sometimes not effective? Journal of Experimental Psychology: General, 122, 47-60.
-
(1993)
Journal of Experimental Psychology: General
, vol.122
, pp. 47-60
-
-
MAZZONI, G.1
CORNOLDI, C.2
-
24
-
-
0025331874
-
Do memorability ratings affect study-time allocation?
-
MAZZONI, G., CORNOLDI, C., & MARCHITELLI, G. (1990). Do memorability ratings affect study-time allocation? Memory & Cognition, 18, 196-204.
-
(1990)
Memory & Cognition
, vol.18
, pp. 196-204
-
-
MAZZONI, G.1
CORNOLDI, C.2
MARCHITELLI, G.3
-
25
-
-
0039879056
-
Remembering the grocery shopping list: A study on metacognitive biases
-
MAZZONI, G., CORNOLDI, C., TOMAT, L., & VECCHI, T. (1997). Remembering the grocery shopping list: A study on metacognitive biases. Applied Cognitive Psychology, 11, 253-267.
-
(1997)
Applied Cognitive Psychology
, vol.11
, pp. 253-267
-
-
MAZZONI, G.1
CORNOLDI, C.2
TOMAT, L.3
VECCHI, T.4
-
26
-
-
34547539727
-
Rediscovering transfer as a central concept
-
H. L. Roediger III, Y. Dudai, & S. Fitzpatrick Eds, New York: Oxford University Press
-
MCDANIEL, M. A. (2007). Rediscovering transfer as a central concept. In H. L. Roediger III, Y. Dudai, & S. Fitzpatrick (Eds.), Science of memory: Concepts. New York: Oxford University Press.
-
(2007)
Science of memory: Concepts
-
-
MCDANIEL, M.A.1
-
27
-
-
34547551408
-
Material appropriate difficulty: A framework for determining when difficulty is desirable for improving learning
-
A. F. Healy Ed, Washington, D.C, American Psychological Association
-
MCDANIEL, M. A., & EINSTEIN, G. O. (2005). Material appropriate difficulty: A framework for determining when difficulty is desirable for improving learning. In A. F. Healy (Ed.), Experimental cognitive psychology and its applications (pp. 73-85). Washington, D.C.: American Psychological Association.
-
(2005)
Experimental cognitive psychology and its applications
, pp. 73-85
-
-
MCDANIEL, M.A.1
EINSTEIN, G.O.2
-
28
-
-
0000014571
-
Remembering the levels of information in words
-
MCDANIEL, M. A., FRIEDMAN, A., & BOURNE, L. E., JR. (1978). Remembering the levels of information in words. Memory & Cognition, 6, 156-164.
-
(1978)
Memory & Cognition
, vol.6
, pp. 156-164
-
-
MCDANIEL, M.A.1
FRIEDMAN, A.2
BOURNE JR., L.E.3
-
29
-
-
0028187418
-
What makes folk tales unique: Content familiarity, causal structure, scripts, or superstructures?
-
MCDANIEL, M. A., HINES, R. J., WADDILL, P. J., & EINSTEIN, G. O. (1994). What makes folk tales unique: Content familiarity, causal structure, scripts, or superstructures? Journal of Experimental Psychology: Learning, Memory, & Cognition, 20, 169-184.
-
(1994)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.20
, pp. 169-184
-
-
MCDANIEL, M.A.1
HINES, R.J.2
WADDILL, P.J.3
EINSTEIN, G.O.4
-
30
-
-
0001038365
-
A contextual account of the generation effect: A three-factor theory
-
MCDANIEL, M. A., WADDILL, P. J., & EINSTEIN, G. O. (1988). A contextual account of the generation effect: A three-factor theory. Journal of Memory & Language, 27, 521-536.
-
(1988)
Journal of Memory & Language
, vol.27
, pp. 521-536
-
-
MCDANIEL, M.A.1
WADDILL, P.J.2
EINSTEIN, G.O.3
-
31
-
-
0006281630
-
A procedural explanation of the generation effect: The use of an operand retrieval strategy for multiplication and addition problems
-
MCNAMARA, D. S., & HEALY, A. F. (1995). A procedural explanation of the generation effect: The use of an operand retrieval strategy for multiplication and addition problems. Journal of Memory & Language, 34, 399-416.
-
(1995)
Journal of Memory & Language
, vol.34
, pp. 399-416
-
-
MCNAMARA, D.S.1
HEALY, A.F.2
-
32
-
-
33748288720
-
Levels of processing versus transfer appropriate processing
-
MORRIS, C. D., BRANSFORD, J. D., & FRANKS, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning & Verbal Behavior, 16, 519-533.
-
(1977)
Journal of Verbal Learning & Verbal Behavior
, vol.16
, pp. 519-533
-
-
MORRIS, C.D.1
BRANSFORD, J.D.2
FRANKS, J.J.3
-
34
-
-
0010998738
-
Generation effects with non-words: The role of test appropriateness
-
NAIRNE, J. S., & WIDNER, R. L. (1987). Generation effects with non-words: The role of test appropriateness. Journal of Experimental Psychology: Learning, Memory, & Cognition, 13, 164-171.
-
(1987)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.13
, pp. 164-171
-
-
NAIRNE, J.S.1
WIDNER, R.L.2
-
35
-
-
0021117159
-
A comparison of current measures of the accuracy of feeling-of-knowing predictions
-
NELSON, T. O. (1984). A comparison of current measures of the accuracy of feeling-of-knowing predictions. Psychological Bulletin, 95, 109-133.
-
(1984)
Psychological Bulletin
, vol.95
, pp. 109-133
-
-
NELSON, T.O.1
-
36
-
-
84965393847
-
Utilization of metacognitive judgments in the allocation of study during multitrial learning
-
NELSON, T. O., DUNLOSKY, J., GRAF, A., & NARENS, L. (1994). Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science, 5, 207-213.
-
(1994)
Psychological Science
, vol.5
, pp. 207-213
-
-
NELSON, T.O.1
DUNLOSKY, J.2
GRAF, A.3
NARENS, L.4
-
37
-
-
0024094389
-
-
NELSON, T. O., & LEONESIO, R. J. (1988). Allocation of self-paced study time and the labor-in-vain effect. Journal of Experimental Psychology: Learning, Memory, & Cognition, 14, 676-686.
-
NELSON, T. O., & LEONESIO, R. J. (1988). Allocation of self-paced study time and the "labor-in-vain effect." Journal of Experimental Psychology: Learning, Memory, & Cognition, 14, 676-686.
-
-
-
-
38
-
-
0039068019
-
The interactive reading process: A model
-
H. Singer & R. B. Rudell Eds, 3rd ed, pp, Newark, DE: International Reading Association
-
RUDELL, R. B., & SPEAKER, R. B., JR. (1985). The interactive reading process: A model. In H. Singer & R. B. Rudell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 751-793). Newark, DE: International Reading Association.
-
(1985)
Theoretical models and processes of reading
, pp. 751-793
-
-
RUDELL, R.B.1
SPEAKER, R.B.J.2
-
39
-
-
0033631669
-
Metacognitive and control strategies in study-time allocation
-
SON, L. K., & METCALFE, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 204-221.
-
(2000)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.26
, pp. 204-221
-
-
SON, L.K.1
METCALFE, J.2
-
40
-
-
85039201310
-
-
STATE OF HAWAII, DIVISION OF AQUATIC RESOURCES, DEPARTMENT OF LAND AND NATURAL RESOURCES (2004). Sharks of Hawaii. Retrieved September 15, 2004, from www.aloha.com/~lifeguards/sharintr.html#forty.
-
STATE OF HAWAII, DIVISION OF AQUATIC RESOURCES, DEPARTMENT OF LAND AND NATURAL RESOURCES (2004). Sharks of Hawaii. Retrieved September 15, 2004, from www.aloha.com/~lifeguards/sharintr.html#forty.
-
-
-
-
42
-
-
85047689386
-
Accuracy of metacognitive monitoring affects learning of texts
-
THIEDE, K. W., ANDERSON, M. C. M., & THERRIAULT, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66-73.
-
(2003)
Journal of Educational Psychology
, vol.95
, pp. 66-73
-
-
THIEDE, K.W.1
ANDERSON, M.C.M.2
THERRIAULT, D.3
-
43
-
-
0033456967
-
Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time
-
THIEDE, K. W., & DUNLOSKY, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, & Cognition, 25, 1024-1037.
-
(1999)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.25
, pp. 1024-1037
-
-
THIEDE, K.W.1
DUNLOSKY, J.2
-
44
-
-
0000540282
-
Constraining factors in calibration of comprehension
-
WEAVER, C. A., III (1990). Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, & Cognition, 16, 214-222.
-
(1990)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.16
, pp. 214-222
-
-
WEAVER III, C.A.1
-
45
-
-
0028817669
-
Monitoring of comprehension: The role of text difficulty in metamemory for narrative and expository text
-
WEAVER, C. A., III, & BRYANT, D. S. (1995). Monitoring of comprehension: The role of text difficulty in metamemory for narrative and expository text. Memory & Cognition, 23, 12-22.
-
(1995)
Memory & Cognition
, vol.23
, pp. 12-22
-
-
WEAVER III, C.A.1
BRYANT, D.S.2
-
46
-
-
0344543125
-
Processing similarity does not improve metamemory: Evidence against transfer-appropriate monitoring
-
WEAVER, C. A., III, & KELEMEN, W. L. (2003). Processing similarity does not improve metamemory: Evidence against transfer-appropriate monitoring. Journal of Experimental Psychology: Learning, Memory, & Cognition, 29, 1058-1065.
-
(2003)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.29
, pp. 1058-1065
-
-
WEAVER III, C.A.1
KELEMEN, W.L.2
-
47
-
-
0007400052
-
Invariance of total learning time under different conditions of practice
-
ZACKS, R. T. (1969). Invariance of total learning time under different conditions of practice. Journal of Experimental Psychology, 82, 441-447.
-
(1969)
Journal of Experimental Psychology
, vol.82
, pp. 441-447
-
-
ZACKS, R.T.1
|