Attributing Study Effort to Data-Driven and Goal-Driven Effects: Implications for Metacognitive Judgments

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 35, Issue 5, 2009, Pages 1338-1343

  Koriat, Asher ^a   Nussinson, Ravit ^b  

^a UNIVERSITY OF HAIFA   (Israel)

^b OPEN UNIVERSITY OF ISRAEL   (Israel)

Author keywords

attribution; judgments of learning; metacognition; self regulation

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; CONCEPT FORMATION; DECISION MAKING; FACIAL EXPRESSION; FEMALE; HUMAN; LEARNING; MALE; MOTIVATION; NEUROPSYCHOLOGICAL TEST; PAIRED ASSOCIATE LEARNING; PHYSIOLOGY; REACTION TIME; RECOGNITION; SELF CONCEPT;

ANALYSIS OF VARIANCE; CONCEPT FORMATION; FACIAL EXPRESSION; FEMALE; GOALS; HUMANS; JUDGMENT; LEARNING; MALE; NEUROPSYCHOLOGICAL TESTS; PAIRED-ASSOCIATE LEARNING; REACTION TIME; RECOGNITION (PSYCHOLOGY); SELF CONCEPT;

EID: 68949204221     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0016374     Document Type: Article

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