-
1
-
-
84950194335
-
A trading relationship between reading skill and domain knowledge in children's text comprehension
-
ADAMS, B. C., BELL, L. C., & PERFETTI, C. A. (1995). A trading relationship between reading skill and domain knowledge in children's text comprehension. Discourse Processes, 20, 307-323.
-
(1995)
Discourse Processes
, vol.20
, pp. 307-323
-
-
Adams, B.C.1
Bell, L.C.2
Perfetti, C.A.3
-
2
-
-
0002903460
-
Metacognition, comprehension monitoring, and the adult reader
-
doi:10.1007/BF01326548
-
BAKER, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1, 3-38. doi:10.1007/BF01326548
-
(1989)
Educational Psychology Review
, vol.1
, pp. 3-38
-
-
Baker, L.1
-
3
-
-
0035529393
-
The effect of practice tests on students' calibration and performance
-
BOL, L., & HACKER, D. J. (2001). The effect of practice tests on students' calibration and performance. Journal of Experimental Education, 69, 133-151.
-
(2001)
Journal of Experimental Education
, vol.69
, pp. 133-151
-
-
Bol, L.1
Hacker, D.J.2
-
4
-
-
30444456842
-
The influence of practice and achievement level on calibration accuracy
-
doi:10.3200/JEXE.73.4.269-290
-
BOL, L., HACKER, D. J., O'SHEA, P., & ALLEN, D. (2005). The influence of practice and achievement level on calibration accuracy. Journal of Experimental Education, 73, 269-290. doi:10.3200/JEXE.73.4.269-290
-
(2005)
Journal of Experimental Education
, vol.73
, pp. 269-290
-
-
Bol, L.1
Hacker, D.J.2
O'Shea, P.3
Allen, D.4
-
5
-
-
0002906054
-
Skills, plans, and self-regulation
-
R. S. Siegler (Ed.), Hillsdale, NJ: Erlbaum
-
BROWN, A. L., & DELOACHE, J. S. (1978). Skills, plans, and self-regulation. In R. S. Siegler (Ed.), Children's thinking: What develops? Hillsdale, NJ: Erlbaum.
-
(1978)
Children's Thinking: What Develops?
-
-
Brown, A.L.1
Deloache, J.S.2
-
6
-
-
0004141421
-
-
CHI, M. T. H., GLASER, R., & FARR, M. (eds.) Hillsdale, NJ: Erlbaum
-
CHI, M. T. H., GLASER, R., & FARR, M. (eds.) (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.
-
(1988)
The Nature of Expertise
-
-
-
7
-
-
34547737530
-
Metacomprehension: A brief history and how to improve its accuracy
-
doi:10.1111/j.1467-8721.2007.00509.x
-
DUNLOSKY, J., & LIPKO, A. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16, 228-232. doi:10.1111/j.1467-8721.2007.00509.x
-
(2007)
Current Directions in Psychological Science
, vol.16
, pp. 228-232
-
-
Dunlosky, J.1
Lipko, A.2
-
8
-
-
23844489141
-
Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect
-
doi:10.1207/s15326950dp4001-2
-
DUNLOSKY, J., & RAWSON, K. A. (2005). Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect. Discourse Processes, 40, 37-55. doi:10.1207/ s15326950dp4001-2
-
(2005)
Discourse Processes
, vol.40
, pp. 37-55
-
-
Dunlosky, J.1
Rawson, K.A.2
-
9
-
-
0029287202
-
Long-term working memory
-
doi:10.1037/0033-295X.102.2.211
-
ERICSSON, K. A., & KINTSCH, W. (1995). Long-term working memory. Psychological Review, 102, 211-245. doi:10.1037/0033-295X.102.2.211
-
(1995)
Psychological Review
, vol.102
, pp. 211-245
-
-
Ericsson, K.A.1
Kintsch, W.2
-
10
-
-
34548537708
-
Studies of expertise from psychological perspectives
-
K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), Cambridge: Cambridge University Press
-
FELTOVICH, P. J., PRIETULA, M. J., & ERICSSON, K. A. (2006). Studies of expertise from psychological perspectives. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), Cambridge handbook of expertise and expert performance (pp. 39-68). Cambridge: Cambridge University Press.
-
(2006)
Cambridge Handbook of Expertise and Expert Performance
, pp. 39-68
-
-
Feltovich, P.J.1
Prietula, M.J.2
Ericsson, K.A.3
-
11
-
-
0004503722
-
On the role of prior knowledge and task demands in the processing of text
-
doi:10.1016/0749-596X(88)90065-4
-
FINCHER-KIEFER, R., POST, T. A., GREENE, T. R., & VOSS, J. F. (1988). On the role of prior knowledge and task demands in the processing of text. Journal of Memory & Language, 27, 416-428. doi:10.1016/0749-596X(88)90065-4
-
(1988)
Journal of Memory & Language
, vol.27
, pp. 416-428
-
-
Fincher-Kiefer, R.1
Post, T.A.2
Greene, T.R.3
Voss, J.F.4
-
12
-
-
33845985595
-
The role of memory for past test in the underconfidence with practice effect
-
doi:10.1037/0278-7393.33.1.238
-
FINN, B., & METCALFE, J. (2007). The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology: Learning, Memory, & Cognition, 33, 238-244. doi:10.1037/0278-7393.33.1.238
-
(2007)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.33
, pp. 238-244
-
-
Finn, B.1
Metcalfe, J.2
-
13
-
-
0010829739
-
Learner, text variables, and control of text comprehension and recall
-
H. Mandl, N. L. Stein, & T. Trabasso (Eds.), London: Erlbaum
-
FISCHER, P. M., & MANDL, H. (1984). Learner, text variables, and control of text comprehension and recall. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 213-254). London: Erlbaum.
-
(1984)
Learning and Comprehension of Text
, pp. 213-254
-
-
Fischer, P.M.1
Mandl, H.2
-
14
-
-
0003013572
-
Overview
-
M. T. H. Chi, R. Glaser, & M. Farr (Eds.), Hillsdale, NJ: Erlbaum
-
GLASER, R., & CHI, M. T. H. (1988). Overview. In M. T. H. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xv-xxvii). Hillsdale, NJ: Erlbaum.
-
(1988)
The Nature of Expertise
-
-
Glaser, R.1
Chi, M.T.H.2
-
15
-
-
0023252874
-
Inexpert calibration of comprehension
-
GLENBERG, A. M., & EPSTEIN, W. (1987). Inexpert calibration of comprehension. Memory & Cognition, 15, 84-93.
-
(1987)
Memory & Cognition
, vol.15
, pp. 84-93
-
-
Glenberg, A.M.1
Epstein, W.2
-
16
-
-
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
-
17
-
-
32844468399
-
Reading ability and the calibrator of comprehension
-
GLOVER, J. (1989). Reading ability and the calibrator of comprehension. Educational Research Quarterly, 13, 7-11.
-
(1989)
Educational Research Quarterly
, vol.13
, pp. 7-11
-
-
Glover, J.1
-
18
-
-
41649104306
-
Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy
-
doi:10.3758/MC.36.1.93
-
GRIFFIN, T. D., WILEY, J., & THIEDE, K. W. (2008). Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy. Memory & Cognition, 36, 93-103. doi:10.3758/MC.36.1.93
-
(2008)
Memory & Cognition
, vol.36
, pp. 93-103
-
-
Griffin, T.D.1
Wiley, J.2
Thiede, K.W.3
-
19
-
-
47149102511
-
Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style
-
doi:10.1007/s11409-008-9021-5
-
HACKER, D. J., BOL, L., & BAHBAHANI, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition & Learning, 3, 101-121. doi:10.1007/s11409-008-9021-5
-
(2008)
Metacognition & Learning
, vol.3
, pp. 101-121
-
-
Hacker, D.J.1
Bol, L.2
Bahbahani, K.3
-
20
-
-
0034144897
-
Test prediction and performance in a classroom context
-
doi:10.1037/0022-0663.92.1.160
-
HACKER, D. J., BOL, L., HORGAN, D. D., & RAKOW, E. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92, 160-170. doi:10.1037/0022-0663.92.1.160
-
(2000)
Journal of Educational Psychology
, vol.92
, pp. 160-170
-
-
Hacker, D.J.1
Bol, L.2
Horgan, D.D.3
Rakow, E.4
-
21
-
-
0036616899
-
Effects of domain knowledge, working memory capacity, and age on cognitive performance: An investigation of the knowledge-is-power hypothesis
-
doi:10.1006/cogp.2001.0769
-
HAMBRICK, D. Z., & ENGLE, R. W. (2002). Effects of domain knowledge, working memory capacity, and age on cognitive performance: An investigation of the knowledge-is-power hypothesis. Cognitive Psychology, 44, 339-387. doi:10.1006/cogp.2001.0769
-
(2002)
Cognitive Psychology
, vol.44
, pp. 339-387
-
-
Hambrick, D.Z.1
Engle, R.W.2
-
22
-
-
0041979555
-
Illusions of comprehension, competence, and remembering
-
D. Druckman & R. A. Bjork (Eds.), Washington, DC: National Academy Press
-
JACOBY, L. L., BJORK, R. A., & KELLEY, C. M. (1994). Illusions of comprehension, competence, and remembering. In D. Druckman & R. A. Bjork (Eds.), Learning, remembering, and believing: Enhancing human performance (pp. 57-80). Washington, DC: National Academy Press.
-
(1994)
Learning, Remembering, and Believing: Enhancing Human Performance
, pp. 57-80
-
-
Jacoby, L.L.1
Bjork, R.A.2
Kelley, C.M.3
-
23
-
-
0034005249
-
Individual differences in metacognition: Evidence against a general metacognitive ability
-
KELEMEN, W. L., FROST, P. J., & WEAVER, C. A., III (2000). Individual differences in metacognition: Evidence against a general metacognitive ability. Memory & Cognition, 28, 92-107.
-
(2000)
Memory & Cognition
, vol.28
, pp. 92-107
-
-
Kelemen, W.L.1
Frost, P.J.2
Weaver III, C.A.3
-
25
-
-
0031494049
-
Monitoring One's Own Knowledge during Study: A Cue-Utilization Approach to Judgments of Learning
-
DOI 10.1037//0096-3445.126.4.349
-
KORIAT, A. (1997). Monitoring one's knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, 349-370. doi:10.1037/0096-3445.126.4.349 (Pubitemid 127157590)
-
(1997)
Journal of Experimental Psychology: General
, vol.126
, Issue.4
, pp. 349-370
-
-
Koriat, A.1
-
26
-
-
33745062484
-
Illusions of competence during study can be remedied by manipulations that enhance learners' sensitivity to retrieval conditions at test
-
KORIAT, A., & BJORK, R. A. (2006). Illusions of competence during study can be remedied by manipulations that enhance learners' sensitivity to retrieval conditions at test. Memory & Cognition, 34, 959-972.
-
(2006)
Memory & Cognition
, vol.34
, pp. 959-972
-
-
Koriat, A.1
Bjork, R.A.2
-
27
-
-
85047673972
-
Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice
-
KORIAT, A., SHEFFER, L., & MA'AYAN, H. (2002). Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice. Journal of Experimental Psychology: General, 131, 147-162.
-
(2002)
Journal of Experimental Psychology: General
, vol.131
, pp. 147-162
-
-
Koriat, A.1
Sheffer, L.2
Ma'Ayan, H.3
-
28
-
-
85009636565
-
The relations among interest, self-assessed comprehension, and comprehension performance in young adults
-
LIN, L., ZABRUCKY, K., & MOORE, D. (1997). The relations among interest, self-assessed comprehension, and comprehension performance in young adults. Reading Research & Instruction, 36, 127-139.
-
(1997)
Reading Research & Instruction
, vol.36
, pp. 127-139
-
-
Lin, L.1
Zabrucky, K.2
Moore, D.3
-
29
-
-
77956710486
-
Metacomprehension of text: Influence of absolute confidence level on bias and accuracy
-
D. L. Medin (Ed.), San Diego: Academic Press
-
MAKI, R. H. (1998a). Metacomprehension of text: Influence of absolute confidence level on bias and accuracy. In D. L. Medin (Ed.), The psychology of learning and motivation (Vol. 38, pp. 223-248). San Diego: Academic Press.
-
(1998)
The Psychology of Learning and Motivation
, vol.38
, pp. 223-248
-
-
Maki, R.H.1
-
30
-
-
0003107869
-
Test predictions over text material
-
D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Mahwah, NJ: Erlbaum
-
MAKI, R. H. (1998b). Test predictions over text material. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 117-144). Mahwah, NJ: Erlbaum.
-
(1998)
Metacognition in Educational Theory and Practice
, pp. 117-144
-
-
Maki, R.H.1
-
31
-
-
0021508391
-
Metacomprehension of text material
-
doi:10.1037/0278-7393.10.4.663
-
MAKI, R. H., & BERRY, S. L. (1984). Metacomprehension of text material. Journal of Experimental Psychology: Learning, Memory, & Cognition, 10, 663-679. doi:10.1037/0278-7393.10.4.663
-
(1984)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.10
, pp. 663-679
-
-
Maki, R.H.1
Berry, S.L.2
-
32
-
-
0000560801
-
The relationship between comprehension and metacomprehension ability
-
MAKI, R. H., JONAS, D., & KALLOD, M. (1994). The relationship between comprehension and metacomprehension ability. Psychonomic Bulletin & Review, 1, 126-129.
-
(1994)
Psychonomic Bulletin & Review
, vol.1
, pp. 126-129
-
-
Maki, R.H.1
Jonas, D.2
Kallod, M.3
-
33
-
-
0000339922
-
Role of practice tests in the accuracy of test predictions on text material
-
doi:10.1037/0022-0663.84.2.200
-
MAKI, R. H., & SERRA, M. (1992). Role of practice tests in the accuracy of test predictions on text material. Journal of Educational Psychology, 84, 200-210. doi:10.1037/0022-0663.84.2.200
-
(1992)
Journal of Educational Psychology
, vol.84
, pp. 200-210
-
-
Maki, R.H.1
Serra, M.2
-
34
-
-
85047690356
-
Individual differences in absolute and relative metacomprehension accuracy
-
DOI 10.1037/0022-0663.97.4.7238
-
MAKI, R. H., SHIELDS, M., WHEELER, A. E., & ZACCHILLI, T. L. (2005). Individual differences in absolute and relative metacomprehension accuracy. Journal of Educational Psychology, 97, 723-731. doi:10.1037/0022-0663.97.4.723 (Pubitemid 43250912)
-
(2005)
Journal of Educational Psychology
, vol.97
, Issue.4
, pp. 723-731
-
-
Maki, R.H.1
Shields, M.2
Wheeler, A.E.3
Zacchilli, T.L.4
-
35
-
-
33846026722
-
Contextual knowledge reduces demands on working memory during reading
-
MILLER, L. M. S., COHEN, J. A., & WINGFIELD, A. (2006). Contextual knowledge reduces demands on working memory during reading. Memory & Cognition, 34, 1355-1367.
-
(2006)
Memory & Cognition
, vol.34
, pp. 1355-1367
-
-
Miller, L.M.S.1
Cohen, J.A.2
Wingfield, A.3
-
36
-
-
10844230876
-
Age differences in knowledge-driven reading
-
doi:10.1037/0022-0663.96.4.811
-
MILLER, L. M. S., STINE-MORROW, E. A. L., KIRKORIAN, H. L., & CONROY, M. L. (2004). Age differences in knowledge-driven reading. Journal of Educational Psychology, 96, 811-821. doi:10.1037/0022-0663.96.4.811
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 811-821
-
-
Miller, L.M.S.1
Stine-Morrow, E.A.L.2
Kirkorian, H.L.3
Conroy, M.L.4
-
37
-
-
0021117159
-
A comparison of current measures of the accuracy of feeling-of-knowing predictions
-
doi:10.1037/0033-2909.95.1.109
-
NELSON, T. O. (1984). A comparison of current measures of the accuracy of feeling-of-knowing predictions. Psychological Bulletin, 95, 109-133. doi:10.1037/0033-2909.95.1.109
-
(1984)
Psychological Bulletin
, vol.95
, pp. 109-133
-
-
Nelson, T.O.1
-
38
-
-
0001512287
-
Gamma is a measure of the accuracy of predicting performance on one item relative to another item, not of the absolute performance on an individual item
-
doi:10.1002/(SICI)1099-0720(199606)10:3〈257::AID-ACP400〉3.0. CO;2-9
-
NELSON, T. O. (1996). Gamma is a measure of the accuracy of predicting performance on one item relative to another item, not of the absolute performance on an individual item. Applied Cognitive Psychology, 10, 257-260. doi:10.1002/(SICI)1099-0720(199606)10:3〈257::AID-ACP400〉3.0.CO;2-9
-
(1996)
Applied Cognitive Psychology
, vol.10
, pp. 257-260
-
-
Nelson, T.O.1
-
39
-
-
77957775546
-
Metamemory: A theoretical framework and new findings
-
G. H. Bower (Ed.), New York: Academic Press
-
NELSON, T. O., & NARENS, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125-173). New York: Academic Press.
-
(1990)
The Psychology of Learning and Motivation
, vol.26
, pp. 125-173
-
-
Nelson, T.O.1
Narens, L.2
-
40
-
-
0035711767
-
The postdiction superiority effect in metacomprehension of text
-
PIERCE, B. H., & SMITH, S. M. (2001). The postdiction superiority effect in metacomprehension of text. Memory & Cognition, 29, 62-67.
-
(2001)
Memory & Cognition
, vol.29
, pp. 62-67
-
-
Pierce, B.H.1
Smith, S.M.2
-
41
-
-
84936526434
-
Perceived readiness for examination performance (PREP) produced by initial reading of text and text containing adjunct questions
-
doi:10.2307/747666
-
PRESSLEY, M., SNYDER, B. L., LEVIN, J. R., MURRAY, H. G., & GHATALA, E. S. (1987). Perceived readiness for examination performance (PREP) produced by initial reading of text and text containing adjunct questions. Reading Research Quarterly, 22, 219-236. doi:10.2307/747666
-
(1987)
Reading Research Quarterly
, vol.22
, pp. 219-236
-
-
Pressley, M.1
Snyder, B.L.2
Levin, J.R.3
Murray, H.G.4
Ghatala, E.S.5
-
42
-
-
0034493915
-
The rereading effect: Metacomprehension accuracy improves across reading trials
-
RAWSON, K. A., DUNLOSKY, J., & THIEDE, K. W. (2000). The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition, 28, 1004-1010.
-
(2000)
Memory & Cognition
, vol.28
, pp. 1004-1010
-
-
Rawson, K.A.1
Dunlosky, J.2
Thiede, K.W.3
-
43
-
-
0002590440
-
Effect of prior knowledge on good and poor readers' memory of text
-
doi:10.1037/0022-0663.80.1.16
-
RECHT, D. R., & LESLIE, L. (1988). Effect of prior knowledge on good and poor readers' memory of text. Journal of Educational Psychology, 80, 16-20. doi:10.1037/0022-0663.80.1.16
-
(1988)
Journal of Educational Psychology
, vol.80
, pp. 16-20
-
-
Recht, D.R.1
Leslie, L.2
-
45
-
-
58149370514
-
Domain-specific knowledge and memory performance: A comparison of high- And low-aptitude children
-
doi:10.1037/0022-0663.81.3.306
-
SCHNEIDER, W., KöRKEL, J., & WEINERT, F. E. (1989). Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. Journal of Educational Psychology, 81, 306-312. doi:10.1037/0022-0663.81.3.306
-
(1989)
Journal of Educational Psychology
, vol.81
, pp. 306-312
-
-
Schneider, W.1
Körkel, J.2
Weinert, F.E.3
-
46
-
-
0001599424
-
Text processing of domain-related information for individuals with high and low domain knowledge
-
doi:10.1016/S0022-5371(79)90155-5
-
SPILICH, G. J., VESONDER, G. T., CHIESI, H. L., & VOSS, J. F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning & Verbal Behavior, 18, 275-290. doi:10.1016/S0022-5371(79)90155-5
-
(1979)
Journal of Verbal Learning & Verbal Behavior
, vol.18
, pp. 275-290
-
-
Spilich, G.J.1
Vesonder, G.T.2
Chiesi, H.L.3
Voss, J.F.4
-
47
-
-
85047689386
-
Accuracy of metacognitive monitoring affects learning of texts
-
doi:10.1037/0022-0663.95.1.66
-
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. doi:10.1037/0022-0663.95.1.66
-
(2003)
Journal of Educational Psychology
, vol.95
, pp. 66-73
-
-
Thiede, K.W.1
Anderson, M.C.M.2
Therriault, D.3
-
48
-
-
30544449935
-
Understanding the delayed keyword effect on metacomprehension accuracy
-
doi:10.1037/0278-7393.31.6.1267
-
THIEDE, K. W., DUNLOSKY, J., GRIFFIN, T. D., & WILEY, J. (2005). Understanding the delayed keyword effect on metacomprehension accuracy. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 1267-1280. doi:10.1037/0278-7393.31.6.1267
-
(2005)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.31
, pp. 1267-1280
-
-
Thiede, K.W.1
Dunlosky, J.2
Griffin, T.D.3
Wiley, J.4
-
49
-
-
78649987525
-
Poor metacomprehension accuracy as a result of inappropriate cue use
-
in press
-
THIEDE, K. W., GRIFFIN, T. D., WILEY, J., & ANDERSON, M. C. M. (in press). Poor metacomprehension accuracy as a result of inappropriate cue use. Discourse Processes.
-
Discourse Processes.
-
-
Thiede, K.W.1
Griffin, T.D.2
Wiley, J.3
Anderson, M.C.M.4
-
50
-
-
70349754475
-
Metacognitive monitoring during and after reading
-
D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), New York: Routledge
-
THIEDE, K. W., GRIFFIN, T. D., WILEY, J., & REDFORD, J. S. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 85-106). New York: Routledge.
-
(2009)
Handbook of Metacognition in Education
, pp. 85-106
-
-
Thiede, K.W.1
Griffin, T.D.2
Wiley, J.3
Redford, J.S.4
-
51
-
-
0000808615
-
Text generation and recall by high-knowledge and low-knowledge individuals
-
doi:10.1016/S0022-5371(80)90343-6
-
VOSS, J. F., VESONDER, G. T., & SPILICH, G. J. (1980). Text generation and recall by high-knowledge and low-knowledge individuals. Journal of Verbal Learning & Verbal Behavior, 19, 651-667. doi:10.1016/S0022- 5371(80)90343-6
-
(1980)
Journal of Verbal Learning & Verbal Behavior
, vol.19
, pp. 651-667
-
-
Voss, J.F.1
Vesonder, G.T.2
Spilich, G.J.3
-
52
-
-
0000540282
-
Constraining factors in calibration of comprehension
-
doi:10.1037/0278-7393.16.2.214
-
WEAVER, C. A., III (1990). Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, & Cognition, 16, 214-222. doi:10.1037/0278-7393.16.2.214
-
(1990)
Journal of Experimental Psychology: Learning, Memory, & Cognition
, vol.16
, pp. 214-222
-
-
Weaver III, C.A.1
-
53
-
-
20444383146
-
A fair and balanced look at the news: What affects memory for controversial arguments?
-
doi:10.1016/j.jml.2005.02.001
-
WILEY, J. (2005). A fair and balanced look at the news: What affects memory for controversial arguments? Journal of Memory & Language, 53, 95-109. doi:10.1016/j.jml.2005.02.001
-
(2005)
Journal of Memory & Language
, vol.53
, pp. 95-109
-
-
Wiley, J.1
-
54
-
-
27644597419
-
Putting the comprehension in metacomprehension
-
doi:10.3200/GENP.132.4.408-428
-
WILEY, J., GRIFFIN, T. D., & THIEDE, K. W. (2005). Putting the comprehension in metacomprehension. Journal of General Psychology, 132, 408-428. doi:10.3200/GENP.132.4.408-428
-
(2005)
Journal of General Psychology
, vol.132
, pp. 408-428
-
-
Wiley, J.1
Griffin, T.D.2
Thiede, K.W.3
-
55
-
-
0001982885
-
Studying as self-regulated learning
-
D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Mahwah, NJ: Erlbaum
-
WINNE, P. H., & HADWIN, A. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Erlbaum.
-
(1998)
Metacognition in Educational Theory and Practice
, pp. 277-304
-
-
Winne, P.H.1
Hadwin, A.2
|