-
1
-
-
79953679250
-
Metacognitive regulation of text learning: On screen versus on paper
-
Ackerman R., Goldsmith M. Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology. Applied 2011, 17(1):18-32.
-
(2011)
Journal of Experimental Psychology. Applied
, vol.17
, Issue.1
, pp. 18-32
-
-
Ackerman, R.1
Goldsmith, M.2
-
2
-
-
84863727797
-
Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure
-
Ackerman R., Lauterman T. Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior 2012, 28:1816-1828.
-
(2012)
Computers in Human Behavior
, vol.28
, pp. 1816-1828
-
-
Ackerman, R.1
Lauterman, T.2
-
3
-
-
84870194405
-
The persistence of the fluency-confidence association in problem solving
-
Ackerman R., Zalmanov H. The persistence of the fluency-confidence association in problem solving. Psychonomic Bulletin & Review 2012, 19:1187-1192.
-
(2012)
Psychonomic Bulletin & Review
, vol.19
, pp. 1187-1192
-
-
Ackerman, R.1
Zalmanov, H.2
-
4
-
-
60849120792
-
Examining the testing effect with open-and closed-book tests
-
Agarwal P.K., Karpicke J.D., Kang S.H.K., Roediger Iii H.L., McDermott K.B. Examining the testing effect with open-and closed-book tests. Applied Cognitive Psychology 2008, 22(7):861-876.
-
(2008)
Applied Cognitive Psychology
, vol.22
, Issue.7
, pp. 861-876
-
-
Agarwal, P.K.1
Karpicke, J.D.2
Kang, S.H.K.3
Roediger Iii, H.L.4
McDermott, K.B.5
-
5
-
-
33646549299
-
DeFT: A conceptual framework for considering learning with multiple representations
-
Ainsworth S. DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction 2006, 16(3):183-198.
-
(2006)
Learning and Instruction
, vol.16
, Issue.3
, pp. 183-198
-
-
Ainsworth, S.1
-
6
-
-
84944328316
-
Limitations of student control: Do students know when they need help?
-
Springer-Verlag, Berlin, G. Gauthier, C. Frasson, K. VanLehn (Eds.)
-
Aleven V., Koedinger K. Limitations of student control: Do students know when they need help?. Proceedings of the 5th International Conference on Intelligent Tutoring Systems, ITS 2000 2000, 292-303. Springer-Verlag, Berlin. G. Gauthier, C. Frasson, K. VanLehn (Eds.).
-
(2000)
Proceedings of the 5th International Conference on Intelligent Tutoring Systems, ITS 2000
, pp. 292-303
-
-
Aleven, V.1
Koedinger, K.2
-
7
-
-
41949141150
-
Why do delayed summaries improve metacomprehension accuracy?
-
Anderson M.C.M., Thiede K.W. Why do delayed summaries improve metacomprehension accuracy?. Acta Psychologica 2008, 128:110-118.
-
(2008)
Acta Psychologica
, vol.128
, pp. 110-118
-
-
Anderson, M.C.M.1
Thiede, K.W.2
-
8
-
-
0034195057
-
Learning from examples: Instructional principles from the worked examples research
-
Atkinson R.K., Derry S.J., Renkl A., Wortham D. Learning from examples: Instructional principles from the worked examples research. Review of Educational Research 2000, 70(2):181-214.
-
(2000)
Review of Educational Research
, vol.70
, Issue.2
, pp. 181-214
-
-
Atkinson, R.K.1
Derry, S.J.2
Renkl, A.3
Wortham, D.4
-
9
-
-
0036102341
-
Pictorial illustrations still improve students' learning from text
-
Carney R.N., Levin J.R. Pictorial illustrations still improve students' learning from text. Educational Psychology Review 2002, 14(1):5-26.
-
(2002)
Educational Psychology Review
, vol.14
, Issue.1
, pp. 5-26
-
-
Carney, R.N.1
Levin, J.R.2
-
10
-
-
84948512218
-
Cognitive load theory and the format of instruction
-
Chandler P., Sweller J. Cognitive load theory and the format of instruction. Cognition and Instruction 1991, 8(4):293-332.
-
(1991)
Cognition and Instruction
, vol.8
, Issue.4
, pp. 293-332
-
-
Chandler, P.1
Sweller, J.2
-
11
-
-
0037848408
-
External and internal instantiation of abstract information facilitates transfer in insight problem solving
-
Chen Z., Daehler M.W. External and internal instantiation of abstract information facilitates transfer in insight problem solving. Contemporary Educational Psychology 2000, 25(4):423-449.
-
(2000)
Contemporary Educational Psychology
, vol.25
, Issue.4
, pp. 423-449
-
-
Chen, Z.1
Daehler, M.W.2
-
13
-
-
2442605585
-
Discussion note: Making sense of understanding
-
de Regt H.W. Discussion note: Making sense of understanding. Philosophy of Science 2004, 71(1):98-109.
-
(2004)
Philosophy of Science
, vol.71
, Issue.1
, pp. 98-109
-
-
de Regt, H.W.1
-
14
-
-
77951752366
-
The influence of cognitive ability and instructional set on causal conditional inference
-
Evans J.S.B.T., Handley S.J., Neilens H., Over D. The influence of cognitive ability and instructional set on causal conditional inference. The Quarterly Journal of Experimental Psychology 2010, 63(5):892-909.
-
(2010)
The Quarterly Journal of Experimental Psychology
, vol.63
, Issue.5
, pp. 892-909
-
-
Evans, J.S.B.T.1
Handley, S.J.2
Neilens, H.3
Over, D.4
-
15
-
-
84963145323
-
Effects of "seductive details" on macroprocessing and microprocessing in adults and children
-
Garner R., Gillingham M.G., White C.S. Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction 1989, 6(1):41-57.
-
(1989)
Cognition and Instruction
, vol.6
, Issue.1
, pp. 41-57
-
-
Garner, R.1
Gillingham, M.G.2
White, C.S.3
-
16
-
-
0031496428
-
The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest
-
Harp S.F., Mayer R.E. The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology 1997, 89(1):92-102.
-
(1997)
Journal of Educational Psychology
, vol.89
, Issue.1
, pp. 92-102
-
-
Harp, S.F.1
Mayer, R.E.2
-
17
-
-
78650785578
-
Directing students to profound open-book test preparation: The relationship between deep learning and open-book test time
-
Heijne-Penninga M., Kuks J.B.M., Hofman W.H.A., Cohen-Schotanus J. Directing students to profound open-book test preparation: The relationship between deep learning and open-book test time. Medical Teacher 2011, 33(1):e16-e21.
-
(2011)
Medical Teacher
, vol.33
, Issue.1
-
-
Heijne-Penninga, M.1
Kuks, J.B.M.2
Hofman, W.H.A.3
Cohen-Schotanus, J.4
-
18
-
-
0000382294
-
Beyond pictures and words: Alternative information-processing models for imagery effect in verbal memory
-
Kieras D. Beyond pictures and words: Alternative information-processing models for imagery effect in verbal memory. Psychological Bulletin 1978, 85(3):532-554.
-
(1978)
Psychological Bulletin
, vol.85
, Issue.3
, pp. 532-554
-
-
Kieras, D.1
-
20
-
-
33748415467
-
Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures
-
Koriat A., Bjork R.A. Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition 2006, 32(5):1133-1145.
-
(2006)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.32
, Issue.5
, pp. 1133-1145
-
-
Koriat, A.1
Bjork, R.A.2
-
21
-
-
0030191820
-
Monitoring and control processes in the strategic regulation of memory accuracy
-
Koriat A., Goldsmith M. Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review 1996, 103:490-517.
-
(1996)
Psychological Review
, vol.103
, pp. 490-517
-
-
Koriat, A.1
Goldsmith, M.2
-
23
-
-
0000476033
-
Calibration of comprehension: Research and implications for education and instruction
-
Lin L.M., Zabrucky K.M. Calibration of comprehension: Research and implications for education and instruction. Contemporary Educational Psychology 1998, 23:345-391.
-
(1998)
Contemporary Educational Psychology
, vol.23
, pp. 345-391
-
-
Lin, L.M.1
Zabrucky, K.M.2
-
24
-
-
34147138504
-
Studying insight problem solving with neuroscientific methods
-
Luo J., Knoblich G. Studying insight problem solving with neuroscientific methods. Methods 2007, 42(1):77-86.
-
(2007)
Methods
, vol.42
, Issue.1
, pp. 77-86
-
-
Luo, J.1
Knoblich, G.2
-
26
-
-
0035582346
-
Cognitive constraints on multimedia learning: When presenting more material results in less understanding
-
Mayer R.E., Heiser J., Lonn S. Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology 2001, 93(1):187-198.
-
(2001)
Journal of Educational Psychology
, vol.93
, Issue.1
, pp. 187-198
-
-
Mayer, R.E.1
Heiser, J.2
Lonn, S.3
-
28
-
-
46449112781
-
Evidence that judgments of learning are causally related to study choice
-
Metcalfe J., Finn B. Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review 2008, 15(1):174-179.
-
(2008)
Psychonomic Bulletin & Review
, vol.15
, Issue.1
, pp. 174-179
-
-
Metcalfe, J.1
Finn, B.2
-
29
-
-
0023339007
-
Intuition in insight and noninsight problem solving
-
Metcalfe J., Wiebe D. Intuition in insight and noninsight problem solving. Memory and Cognition 1987, 15(3):238-246.
-
(1987)
Memory and Cognition
, vol.15
, Issue.3
, pp. 238-246
-
-
Metcalfe, J.1
Wiebe, D.2
-
30
-
-
0031487901
-
IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms
-
Mevarech Z.R., Kramarski B. IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal 1997, 34(2):365-394.
-
(1997)
American Educational Research Journal
, vol.34
, Issue.2
, pp. 365-394
-
-
Mevarech, Z.R.1
Kramarski, B.2
-
31
-
-
84867520221
-
The effects of meta-cognitive instruction on third and sixth graders solving word problems
-
Mevarech Z.R., Terkieltaub S., Vinberger T., Nevet V. The effects of meta-cognitive instruction on third and sixth graders solving word problems. ZDM Mathematics Education 2010, 42(2):195-203.
-
(2010)
ZDM Mathematics Education
, vol.42
, Issue.2
, pp. 195-203
-
-
Mevarech, Z.R.1
Terkieltaub, S.2
Vinberger, T.3
Nevet, V.4
-
32
-
-
0027661517
-
The effects of age, illustrations, and task variables on the performance of procedural assembly tasks
-
Morrell R.W., Park D.C. The effects of age, illustrations, and task variables on the performance of procedural assembly tasks. Psychology and Aging 1993, 8(3):389-399.
-
(1993)
Psychology and Aging
, vol.8
, Issue.3
, pp. 389-399
-
-
Morrell, R.W.1
Park, D.C.2
-
34
-
-
45849097168
-
The effects of superficial and structural information on online problem solving for good versus poor anagram solvers
-
Novick L.R., Sherman S.J. The effects of superficial and structural information on online problem solving for good versus poor anagram solvers. The Quarterly Journal of Experimental Psychology 2008, 61(7):1098-1120.
-
(2008)
The Quarterly Journal of Experimental Psychology
, vol.61
, Issue.7
, pp. 1098-1120
-
-
Novick, L.R.1
Sherman, S.J.2
-
36
-
-
67650166192
-
Concrete and abstract visualizations in history learning tasks
-
Prangsma M.E., Boxtel C.A.M., Kanselaar G., Kirschner P.A. Concrete and abstract visualizations in history learning tasks. British Journal of Educational Psychology 2009, 79(2):371-387.
-
(2009)
British Journal of Educational Psychology
, vol.79
, Issue.2
, pp. 371-387
-
-
Prangsma, M.E.1
Boxtel, C.A.M.2
Kanselaar, G.3
Kirschner, P.A.4
-
37
-
-
85047669411
-
Are performance predictions for text based on ease of processing?
-
Rawson K.A., Dunlosky J. Are performance predictions for text based on ease of processing?. Journal of Experimental Psychology: Learning, Memory, and Cognition 2002, 28(1):69-80.
-
(2002)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.28
, Issue.1
, pp. 69-80
-
-
Rawson, K.A.1
Dunlosky, J.2
-
38
-
-
21144473989
-
Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design
-
Sadoski M., Goetz E.T., Fritz J.B. Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design. Journal of Educational Psychology 1993, 85(2):291-304.
-
(1993)
Journal of Educational Psychology
, vol.85
, Issue.2
, pp. 291-304
-
-
Sadoski, M.1
Goetz, E.T.2
Fritz, J.B.3
-
39
-
-
33745668025
-
An examination of the seductive details effect in terms of working memory capacity
-
Sanchez C.A., Wiley J. An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition 2006, 34(2):344-355.
-
(2006)
Memory & Cognition
, vol.34
, Issue.2
, pp. 344-355
-
-
Sanchez, C.A.1
Wiley, J.2
-
41
-
-
77957223193
-
Metacomprehension judgements reflect the belief that diagrams improve learning from text
-
Serra M.J., Dunlosky J. Metacomprehension judgements reflect the belief that diagrams improve learning from text. Memory 2010, 18(7):698-711.
-
(2010)
Memory
, vol.18
, Issue.7
, pp. 698-711
-
-
Serra, M.J.1
Dunlosky, J.2
-
43
-
-
84875775222
-
-
Oxford University Press, C. Soanes, S. Hawker (Eds.)
-
Insight 2005, Oxford University Press. C. Soanes, S. Hawker (Eds.).
-
(2005)
Insight
-
-
-
44
-
-
77951585953
-
Adaptive learning and the allocation of time
-
Son L.K., Sethi R. Adaptive learning and the allocation of time. Adaptive Behavior 2010, 18(2):132-140.
-
(2010)
Adaptive Behavior
, vol.18
, Issue.2
, pp. 132-140
-
-
Son, L.K.1
Sethi, R.2
-
45
-
-
0011558064
-
How do young adults read directions with and without pictures?
-
Stone D.E., Glock M.D. How do young adults read directions with and without pictures?. Journal of Educational Psychology 1981, 73(3):419-426.
-
(1981)
Journal of Educational Psychology
, vol.73
, Issue.3
, pp. 419-426
-
-
Stone, D.E.1
Glock, M.D.2
-
46
-
-
78650845951
-
Photographs cause false memories for the news
-
Strange D., Garry M., Bernstein D.M., Lindsay D.S. Photographs cause false memories for the news. Acta Psychologica 2011, 136(1):90-94.
-
(2011)
Acta Psychologica
, vol.136
, Issue.1
, pp. 90-94
-
-
Strange, D.1
Garry, M.2
Bernstein, D.M.3
Lindsay, D.S.4
-
49
-
-
78649987525
-
Poor metacomprehension accuracy as a result of inappropriate cue use
-
Thiede K.W., Griffin T.D., Wiley J., Anderson M.C.M. Poor metacomprehension accuracy as a result of inappropriate cue use. Discourse Processes 2010, 47(4):331-362.
-
(2010)
Discourse Processes
, vol.47
, Issue.4
, pp. 331-362
-
-
Thiede, K.W.1
Griffin, T.D.2
Wiley, J.3
Anderson, M.C.M.4
-
51
-
-
79960693149
-
Intuition, reason, and metacognition
-
Thompson V.A., Prowse Turner J., Pennycook G. Intuition, reason, and metacognition. Cognitive Psychology 2011, 63(3):107-140.
-
(2011)
Cognitive Psychology
, vol.63
, Issue.3
, pp. 107-140
-
-
Thompson, V.A.1
Prowse Turner, J.2
Pennycook, G.3
-
52
-
-
84875798117
-
The role of answer fluency and perceptual fluency as metacognitive cues for initiating analytic thinking
-
in press
-
Thompson, V. A., Turner, J. A. P., Pennycook, G., Ball, L. J., Brack, H., Ophir, Y., et al. (in press). The role of answer fluency and perceptual fluency as metacognitive cues for initiating analytic thinking. Cognition.
-
Cognition
-
-
Thompson, V.A.1
Turner, J.A.P.2
Pennycook, G.3
Ball, L.J.4
Brack, H.5
Ophir, Y.6
-
53
-
-
71549151315
-
Immediate truth - Temporal contiguity between a cognitive problem and its solution determines experienced veracity of the solution
-
Topolinski S., Reber R. Immediate truth - Temporal contiguity between a cognitive problem and its solution determines experienced veracity of the solution. Cognition 2010, 114(1):117-122.
-
(2010)
Cognition
, vol.114
, Issue.1
, pp. 117-122
-
-
Topolinski, S.1
Reber, R.2
-
54
-
-
0042737894
-
Scientific explanation and the sense of understanding
-
Trout J.D. Scientific explanation and the sense of understanding. Philosophy of Science 2002, 69(2):212-233.
-
(2002)
Philosophy of Science
, vol.69
, Issue.2
, pp. 212-233
-
-
Trout, J.D.1
-
55
-
-
0016264378
-
Judgment under uncertainty: Heuristics and biases
-
Tversky A., Kahneman D. Judgment under uncertainty: Heuristics and biases. Science 1974, 185:1124-1131.
-
(1974)
Science
, vol.185
, pp. 1124-1131
-
-
Tversky, A.1
Kahneman, D.2
-
56
-
-
84863459783
-
Metacognitive judgments of repetition and variability effects in natural concept learning: Evidence for variability neglect
-
Wahlheim C.N., Finn B., Jacoby L.L. Metacognitive judgments of repetition and variability effects in natural concept learning: Evidence for variability neglect. Memory & Cognition 2012, 1-14.
-
(2012)
Memory & Cognition
-
-
Wahlheim, C.N.1
Finn, B.2
Jacoby, L.L.3
-
57
-
-
27144524059
-
Students' calibration of knowledge and learning processes: Implications for designing powerful software learning environments
-
Winne P.H. Students' calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research 2004, 41(6):466-488.
-
(2004)
International Journal of Educational Research
, vol.41
, Issue.6
, pp. 466-488
-
-
Winne, P.H.1
-
58
-
-
67449160489
-
Supporting self-regulated learning with cognitive tools
-
Routledge, New York, D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.)
-
Winne P.H., Nesbit J.C. Supporting self-regulated learning with cognitive tools. Handbook of metacognition in education 2009, 259-277. Routledge, New York. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
-
(2009)
Handbook of metacognition in education
, pp. 259-277
-
-
Winne, P.H.1
Nesbit, J.C.2
-
59
-
-
84858604304
-
Swarm intelligence: New techniques for adaptive systems to provide learning support
-
Wong L.H., Looi C.K. Swarm intelligence: New techniques for adaptive systems to provide learning support. Interactive Learning Environments 2012, 20(1):19-40.
-
(2012)
Interactive Learning Environments
, vol.20
, Issue.1
, pp. 19-40
-
-
Wong, L.H.1
Looi, C.K.2
-
60
-
-
77649227834
-
Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition
-
Zaromb F.M., Karpicke J.D., Roediger H.L. Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition 2010, 36(2):552-557.
-
(2010)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.36
, Issue.2
, pp. 552-557
-
-
Zaromb, F.M.1
Karpicke, J.D.2
Roediger, H.L.3
|