-
1
-
-
0032013108
-
The mismeasure of memory: When retrieval fluency is misleading as metamnemonic index
-
Benjamin, A. S., Bjork, R. A., & Schwartz, B. L. (1998). The mismeasure of memory: When retrieval fluency is misleading as metamnemonic index. Journal of Experimental Psychology: General, 127, 55-68.
-
(1998)
Journal of Experimental Psychology: General
, vol.127
, pp. 55-68
-
-
Benjamin, A.S.1
Bjork, R.A.2
Schwartz, B.L.3
-
3
-
-
0346124629
-
Contextual prerequisites for understanding: Some investigations of comprehension and recall
-
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 4, 717-726.
-
(1972)
Journal of Verbal Learning and Verbal Behavior
, vol.4
, pp. 717-726
-
-
Bransford, J.D.1
Johnson, M.K.2
-
4
-
-
34347382325
-
Testing improves long-term retention in a simulated classroom setting
-
Butler, A. C., & Roediger, H. L., III. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.
-
(2007)
European Journal of Cognitive Psychology
, vol.19
, pp. 514-527
-
-
Butler, A.C.1
Roediger, H.L.2
-
5
-
-
0026474675
-
The influence of retrieval on retention
-
Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20, 633-642.
-
(1992)
Memory & Cognition
, vol.20
, pp. 633-642
-
-
Carrier, M.1
Pashler, H.2
-
6
-
-
0035568459
-
The effects of self-reference on recognition and source attribution
-
Carroll, M., Davis, R., & Conway, M. (2001). The effects of self-reference on recognition and source attribution. Australian Journal of Psychology, 53, 140-145.
-
(2001)
Australian Journal of Psychology
, vol.53
, pp. 140-145
-
-
Carroll, M.1
Davis, R.2
Conway, M.3
-
7
-
-
0033122153
-
The effect of context and modality on metamemory judgments
-
Carroll, M., & Korukina, S. (1999). The effect of context and modality on metamemory judgments. Memory, 7, 309-322.
-
(1999)
Memory
, vol.7
, pp. 309-322
-
-
Carroll, M.1
Korukina, S.2
-
8
-
-
0010530121
-
Monitoring the future: Object and source memory for real and imagined events
-
Carroll, M., Mazzoni, G., Andrews, S., & Pocock, P. (1999). Monitoring the future: Object and source memory for real and imagined events. Journal of Applied Cognitive Psychology, 13, 373-390.
-
(1999)
Journal of Applied Cognitive Psychology
, vol.13
, pp. 373-390
-
-
Carroll, M.1
Mazzoni, G.2
Rews, S.3
Pocock, P.4
-
9
-
-
0027620420
-
Effects of overlearning on the feeling of knowing are more detectable in within-subject than between-subject designs
-
Carroll, M., & Nelson, T.O. (1993). Effects of overlearning on the feeling of knowing are more detectable in within-subject than between-subject designs. American Journal of Psychology, 106, 227-235.
-
(1993)
American Journal of Psychology
, vol.106
, pp. 227-235
-
-
Carroll, M.1
Nelson, T.O.2
-
10
-
-
0031112235
-
Trade-off of semantic relatedness and degree of overlearning: Differential effect on metamemory and long-term retention
-
Carroll, M., Nelson, T. O., & Kirwan, A. (1997). Trade-off of semantic relatedness and degree of overlearning: Differential effect on metamemory and long-term retention. Acta Psychologica, 95, 239-253.
-
(1997)
Acta Psychologica
, vol.95
, pp. 239-253
-
-
Carroll, M.1
Nelson, T.O.2
Kirwan, A.3
-
11
-
-
46149139704
-
The effects of degree of learning, meaning, and individual differences on the feeling-of-knowing
-
Carroll, M., & Simington, A. (1986). The effects of degree of learning, meaning, and individual differences on the feeling-of-knowing. Acta Psychologica, 61, 3-16.
-
(1986)
Acta Psychologica
, vol.61
, pp. 3-16
-
-
Carroll, M.1
Simington, A.2
-
12
-
-
33746644857
-
Source memory in the absence of successful cued recall
-
Cook, G., Marsh, R., & Hicks, J. (2006). Source memory in the absence of successful cued recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 828-835.
-
(2006)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.32
, pp. 828-835
-
-
Cook, G.1
Marsh, R.2
Hicks, J.3
-
13
-
-
33747042448
-
Does aging influence people’s metacomprehension? Effects of processing ease on judgments of text learning
-
Dunlosky, J., Baker, J., Rawson, K., & Hertzog, C. (2006). Does aging influence people’s metacomprehension? Effects of processing ease on judgments of text learning. Psychology and Aging, 21, 390-400.
-
(2006)
Psychology and Aging
, vol.21
, pp. 390-400
-
-
Dunlosky, J.1
Baker, J.2
Rawson, K.3
Hertzog, C.4
-
14
-
-
0001429216
-
Training programs to improve learning in later adulthood: Helping older adults educate themselves
-
D. J. Hacker (Ed.), Mahwah, NJ: Erlbaum
-
Dunlosky, J., & Hertzog, C. (1998). Training programs to improve learning in later adulthood: Helping older adults educate themselves. In D. J. Hacker (Ed.), Metacognition in educational theory and practice (pp 249-275). Mahwah, NJ: Erlbaum.
-
(1998)
Metacognition in Educational Theory and Practice
, pp. 249-275
-
-
Dunlosky, J.1
Hertzog, C.2
-
15
-
-
0032016823
-
What makes people study more? An evaluation of factors that affect self-paced study
-
Dunlosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98, 37-56.
-
(1998)
Acta Psychologica
, vol.98
, pp. 37-56
-
-
Dunlosky, J.1
Thiede, K.W.2
-
16
-
-
6344251646
-
Causes and constraints of the shift-to-easier-materials effect in the control of study
-
Dunlosky, J., & Thiede, K. W. (2004). Causes and constraints of the shift-to-easier-materials effect in the control of study. Memory & Cognition, 32, 779-788.
-
(2004)
Memory & Cognition
, vol.32
, pp. 779-788
-
-
Dunlosky, J.1
Thiede, K.W.2
-
17
-
-
58149373021
-
The “testing” phenomenon: Not gone but nearly forgotten
-
Glover, J. A. (1989). The “testing” phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399.
-
(1989)
Journal of Educational Psychology
, vol.81
, pp. 392-399
-
-
Glover, J.A.1
-
18
-
-
85064101115
-
An investigation of calibration of comprehension: Text processing variables that affect college students’ evaluation of their comprehension. Dissertation Abstracts International Section A
-
Harten, A. C. M. (2000). An investigation of calibration of comprehension: Text processing variables that affect college students’ evaluation of their comprehension. Dissertation Abstracts International Section A: Humanities and Social Sciences, 60 (9A) 3270.
-
(2000)
Humanities and Social Sciences
, vol.60
, Issue.9
, pp. 3270
-
-
Harten, A.C.M.1
-
19
-
-
85047687923
-
Encoding fluency is a cue used for judgments about learning
-
Hertzog, C., Dunlosky, J., Robinson, A. E., & Kidder, D. P. (2003). Encoding fluency is a cue used for judgments about learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. 29, 22-34.
-
(2003)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.29
, pp. 22-34
-
-
Hertzog, C.1
Dunlosky, J.2
Robinson, A.E.3
Kidder, D.P.4
-
20
-
-
0036206538
-
On predicting the future states of awareness for recognition of unrecallable items
-
Hicks, J., & Marsh, R. L. (2002). On predicting the future states of awareness for recognition of unrecallable items. Memory & Cognition, 30, 60-66.
-
(2002)
Memory & Cognition
, vol.30
, pp. 60-66
-
-
Hicks, J.1
Marsh, R.L.2
-
21
-
-
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, 582-590.
-
(1997)
Journal of Experimental Psychology, General
, vol.126
, pp. 582-590
-
-
Koriat, A.1
-
22
-
-
15544369944
-
Illusions of competence in monitoring one’s knowledge during study
-
Koriat, A., & Bjork, R. A. (2005). Illusions of competence in monitoring one’s knowledge during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 187-194.
-
(2005)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.31
, pp. 187-194
-
-
Koriat, A.1
Bjork, R.A.2
-
23
-
-
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. (2006a). Illusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test. Memory and Cognition, 34, 959-972.
-
(2006)
Memory and Cognition
, vol.34
, pp. 959-972
-
-
Koriat, A.1
Bjork, R.A.2
-
24
-
-
33748415467
-
Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures
-
Koriat, A., & Bjork, R. A. (2006b). Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures, Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 1133-1145.
-
(2006)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.32
, pp. 1133-1145
-
-
Koriat, A.1
Bjork, R.A.2
-
25
-
-
0030191820
-
Monitoring and control processes in the strategic regulation of memory accuracy
-
Koriat, A., & Goldsmith, M. (1996). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490-517.
-
(1996)
Psychological Review
, vol.103
, pp. 490-517
-
-
Koriat, A.1
Goldsmith, M.2
-
26
-
-
85047673972
-
Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice
-
Koriat, A., Sheffer, L., and 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
-
27
-
-
33745109595
-
Study efficacy and the region of proximal learning framework
-
Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 609-622.
-
(2006)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.32
, pp. 609-622
-
-
Kornell, N.1
Metcalfe, J.2
-
28
-
-
17144390269
-
Text cohesion and metacomprehension: Immediate and delayed judgments
-
Lefevre, N., & Lories, G. (2004). Text cohesion and metacomprehension: Immediate and delayed judgments. Memory & Cognition, 32, 1238-1254.
-
(2004)
Memory & Cognition
, vol.32
, pp. 1238-1254
-
-
Lefevre, N.1
Lories, G.2
-
29
-
-
0025427612
-
Do different metamemory judgments tap the same underlying aspects of memory?
-
Leonesio, R. J., & Nelson, T. O. (1990). Do different metamemory judgments tap the same underlying aspects of memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 464-470.
-
(1990)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.16
, pp. 464-470
-
-
Leonesio, R.J.1
Nelson, T.O.2
-
31
-
-
84963295158
-
Knowledge organization and text organization
-
Mannes, S. M., & Kintsch, W. (1987). Knowledge organization and text organization. Cognition and Instruction, 4, 91-115.
-
(1987)
Cognition and Instruction
, vol.4
, pp. 91-115
-
-
Mannes, S.M.1
Kintsch, W.2
-
32
-
-
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
-
33
-
-
0001073598
-
Encoding difficulty and memory: Towards a unifying theory
-
McDaniel, M. A., Einstein, G. O., Dunay, P. K., & Cobb, R. E. (1986). Encoding difficulty and memory: Towards a unifying theory. Journal of Memory and Language, 25, 645-656.
-
(1986)
Journal of Memory and Language
, vol.25
, pp. 645-656
-
-
McDaniel, M.A.1
Einstein, G.O.2
Dunay, P.K.3
Cobb, R.E.4
-
35
-
-
0000718310
-
Altering memory representation through retrieval
-
McDaniel, M. A., & Masson, M. E. J. (1985). Altering memory representation through retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 371-385.
-
(1985)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.11
, pp. 371-385
-
-
McDaniel, M.A.1
Masson, M.E.J.2
-
36
-
-
0002834054
-
Are good texts always better? Text coherence, background knowledge, and levels of understanding in learning from text
-
McNamara, D. S., Kintsch, E., Songer, N. B., & Kinstch W. (1996). Are good texts always better? Text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14, 1-43.
-
(1996)
Cognition and Instruction
, vol.14
, pp. 1-43
-
-
McNamara, D.S.1
Kintsch, E.2
Songer, N.B.3
Kinstch, W.4
-
37
-
-
85047670044
-
Is study time allocated selectively to a region of proximal learning?
-
Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning? Journal of Experimental Psychology: General, 131, 349-363.
-
(2002)
Journal of Experimental Psychology: General
, vol.131
, pp. 349-363
-
-
Metcalfe, J.1
-
38
-
-
10044223204
-
Adult age differences in self-regulated learning from reading sentences
-
Miles, J., & Stine-Morrow, E. (2004). Adult age differences in self-regulated learning from reading sentences. Psychology and Aging, 19, 626-636.
-
(2004)
Psychology and Aging
, vol.19
, pp. 626-636
-
-
Miles, J.1
Stine-Morrow, E.2
-
39
-
-
0030311042
-
Test recall and text recognition with and without a title
-
Muramoto, T. (1996). Test recall and text recognition with and without a title. Japanese Psychological Research, 38, 240-244.
-
(1996)
Japanese Psychological Research
, vol.38
, pp. 240-244
-
-
Muramoto, T.1
-
41
-
-
84970278517
-
When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “delayed-JOL effect.”
-
Nelson, T. O., & Dunlosky, J. (1991). When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “delayed-JOL effect.” Psychological Science, 2, 267-270.
-
(1991)
Psychological Science
, vol.2
, pp. 267-270
-
-
Nelson, T.O.1
Dunlosky, J.2
-
42
-
-
0024094389
-
Allocation of self-paced study time and the “laboin-vain effect.”
-
Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the “laboin-vain effect.” Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 676-686.
-
(1988)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.14
, pp. 676-686
-
-
Nelson, T.O.1
Leonesio, R.J.2
-
43
-
-
0013201387
-
Overlearning and the feeling of knowing
-
Nelson, T. O., Leonesio, R., Shimamura, A., Landwehr, R., & Narens, L. (1982). Overlearning and the feeling of knowing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 279-288.
-
(1982)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.8
, pp. 279-288
-
-
Nelson, T.O.1
Leonesio, R.2
Shimamura, A.3
Landwehr, R.4
Narens, L.5
-
44
-
-
77957775546
-
Metamemory: A theoretical framework and new findings
-
G. Bower (Ed.), San Diego, CA: Academic Press
-
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 26, pp 125-173). San Diego, CA: Academic Press.
-
(1990)
The Psychology of Learning and Motivation: Advances in Research and Theory
, vol.26
, pp. 125-173
-
-
Nelson, T.O.1
Narens, L.2
-
45
-
-
0002447827
-
Why investigate metacognition?
-
J. Metcalfe and A. P. Shimamura (Eds.), Cambridge, MA: MIT Press
-
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe and A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp 1-25). Cambridge, MA: MIT Press.
-
(1994)
Metacognition: Knowing about Knowing
, pp. 1-25
-
-
Nelson, T.O.1
Narens, L.2
-
46
-
-
1942507448
-
A revised methodology for research on metamemory: Pre-judgment recall and monitoring (PRAM)
-
Nelson, T. O., Narens, L., & Dunlosky, J. (2004). A revised methodology for research on metamemory: Pre-judgment recall and monitoring (PRAM). Psychological Methods, 9, 53-69.
-
(2004)
Psychological Methods
, vol.9
, pp. 53-69
-
-
Nelson, T.O.1
Narens, L.2
Dunlosky, J.3
-
47
-
-
33644745114
-
Test-enhanced learning: Taking memory tests improves long-term retention
-
Roediger, H. L., III, & Karpicke, J. D. (2005). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
-
(2005)
Psychological Science
, vol.17
, pp. 249-255
-
-
Roediger, H.L.1
Karpicke, J.D.2
-
49
-
-
85047681484
-
Metacognition in motor learning
-
Simon, D. A., & Bjork, R. A. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 907-912.
-
(2001)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.27
, pp. 907-912
-
-
Simon, D.A.1
Bjork, R.A.2
-
50
-
-
0030327502
-
The relative importance of anticipated test format and anticipated test difficulty on performance
-
Thiede, K. W. (1996). The relative importance of anticipated test format and anticipated test difficulty on performance. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49A, 901-918.
-
(1996)
Quarterly Journal of Experimental Psychology: Human Experimental Psychology
, vol.49A
, pp. 901-918
-
-
Thiede, K.W.1
-
51
-
-
85047689386
-
Accuracy of metacognitive monitoring affects learning of texts
-
Thiede, K., Anderson, 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.1
Erson, M.2
Therriault, D.3
-
52
-
-
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, and Cognition, 25, 1024-1037.
-
(1999)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.25
, pp. 1024-1037
-
-
Thiede, K.W.1
Dunlosky, J.2
-
53
-
-
0001837208
-
Cognitive structures in comprehension and memory of narrative discourse
-
Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.
-
(1977)
Cognitive Psychology
, vol.9
, pp. 77-110
-
-
Thorndyke, P.W.1
-
54
-
-
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, C.A.1
Bryant, D.S.2
-
55
-
-
84965419944
-
Disparate effects of repeated testing: Econciling Ballard’s (1913) and Bartlett’s (1932) results
-
Wheeler, M. A., & Roediger, H. L., III (1992). Disparate effects of repeated testing: econciling Ballard’s (1913) and Bartlett’s (1932) results. Psychological Science, 3, 240-245.
-
(1992)
Psychological Science
, vol.3
, pp. 240-245
-
-
Wheeler, M.A.1
Roediger, H.L.2
-
56
-
-
27644597419
-
Putting the comprehension in metacomprehension
-
Wiley, J., Griffin, T., & Thiede, K. W. (2005). Putting the comprehension in metacomprehension. Journal of General Psychology, 132, 408-428.
-
(2005)
Journal of General Psychology
, vol.132
, pp. 408-428
-
-
Wiley, J.1
Griffin, T.2
Thiede, K.W.3
|