about
The generation effect in monkeysAppearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning.Young children bet on their numerical skills: metacognition in the numerical domain.Benefits of Accumulating Versus Diminishing Cues in Recall.Retrospective and prospective metacognitive judgments in rhesus macaques (Macaca mulatta)The virtues of ignorance.Self-regulated learning: beliefs, techniques, and illusions.Where is the "meta" in animal metacognition?Spacing as the friend of both memory and induction in young and older adults.Attempting to answer a meaningful question enhances subsequent learning even when feedback is delayed.Learning concepts and categories: is spacing the "enemy of induction"?When and why a failed test potentiates the effectiveness of subsequent study.The ease-of-processing heuristic and the stability bias: dissociating memory, memory beliefs, and memory judgments.The pretesting effect: do unsuccessful retrieval attempts enhance learning?Unsuccessful retrieval attempts enhance subsequent learning.A cognitive-science based programme to enhance study efficacy in a high and low risk setting.Transfer of metacognitive skills and hint seeking in monkeys.Feedback reduces the metacognitive benefit of tests.The spacing effect in children's memory and category induction.The costs and benefits of providing feedback during learning.Why interleaving enhances inductive learning: the roles of discrimination and retrieval.Optimising self-regulated study: the benefits - and costs - of dropping flashcards.Delayed versus immediate feedback in children's and adults' vocabulary learning.Learners' choices and beliefs about self-testing.Expecting to teach enhances learning and organization of knowledge in free recall of text passages.A stability bias in human memory: overestimating remembering and underestimating learning.The dynamics of learning and allocation of study time to a region of proximal learning.Study efficacy and the region of proximal learning framework.A metacognitive illusion in monkeys.Why tests appear to prevent forgetting: A distribution-based bifurcation modelMixing topics while studying does not enhance learningHighlighting and Its Relation to Distributed Study and Students’ Metacognitive BeliefsIf it is stored in my memory I will surely retrieve it: anatomy of a metacognitive beliefWhere to draw the line on metacognition: A taxonomy of metacognitive cuesTests enhance learningCompared to what?Metacognition in Humans and AnimalsOptimising learning using flashcards: Spacing is more effective than crammingSimultaneous decisions at study: time allocation, ordering, and spacingWhat monkeys can tell us about metacognition and mindreading“Blockers” do not block recall during tip-of-the-tongue states
P50
Q28239636-EF09D96B-4414-459D-BAA1-373420F36E46Q30223039-D303DCDD-41FE-4ACF-AE29-9191E2649516Q34441083-344E91B7-5376-4F45-B951-3BD410C418AFQ34793374-24E04C49-DE01-4B55-8A30-4DB2A7C17A11Q37445581-24FDCE6F-2D11-46DA-9EE2-0BFB6381CCA2Q37652783-F893DECA-FEF8-45CE-AC72-265AEEB17451Q38047382-9A0C48BF-2ADC-4628-B99E-D88887A78DD2Q38123231-5EC4BDBE-6806-4072-9749-C039AB1EFA09Q38444328-033B8167-683E-4542-81CD-38059349C1E7Q38448413-4FD91B99-0D42-4051-80A4-5C60F5CAA191Q38455599-173C24C4-C7B7-4FF3-B4C9-FF7DD9F74F08Q38471688-9B405727-1EBA-480B-A75D-CC917A3039F5Q39752869-EFE49756-EB69-497C-9267-7471A08FAE72Q39947459-EA27170D-32A2-4085-B170-617E6497A71BQ39964576-0B7422FD-4E7F-42BC-BF2C-B0039DD33DF2Q43198811-EF151751-DF7C-4446-8136-EBD567A4F8B6Q44094848-8B65782A-A107-40B2-9BB0-60F3E5382C88Q45867344-292E4F50-883E-4C83-8A96-4ED401CAF140Q45936968-6279A1C1-931F-4EC2-BF9C-536D62D6BC70Q46104054-B919C632-1774-4420-9F4E-25AD0A238C4EQ46114007-61A8FCBF-E11A-4381-A7E1-E25F12B9B78AQ46650529-A9E4BA02-2A30-4091-9F7B-5F91FC331AE9Q48245609-7D996748-96ED-43C2-865B-B52351047005Q48278340-28A25AA8-2388-476C-8B79-EC822F739F11Q50642723-1FCCD65D-491F-4081-B3A2-DB64CBA464B1Q51861237-632F91DF-0E01-4B64-824C-4DCC7B2829EFQ51945241-1B95C655-69E1-499F-8A47-C7D4275BA36DQ51982307-78DC9BA8-6E7A-4D0F-B874-0BD79C8A10FFQ52087496-0E0F687A-8B21-47BE-928C-B3520224002BQ56444296-A3A4AF09-7200-4B3D-A935-6AA1AD6E2C14Q57833054-F595688F-2694-4B02-83E2-5B0D659C49A8Q57833055-DDF21DA2-0B89-4D39-8673-B8E36150B670Q57833057-23530CA5-BBC8-4CE2-955D-E1E361D0D159Q57833059-8A2ED660-D251-44C5-BE40-1AFE806CECC3Q57833064-BE6E7795-0A2D-4086-8A19-4E8268B0A9B9Q57833069-6A48CB36-3ED4-4CB9-85C9-2B7CFE6A7FB8Q57833070-A91E0A7E-728F-4CD3-B662-488A1230557BQ57833073-DC034197-C0B1-4955-A6FA-303FAE012A03Q57833076-2C491F10-3ED3-440E-9444-ACE0FCAC9412Q57833080-18F82554-9DEC-4915-B04C-A4F9D6AC601F
P50
description
hulumtues
@sq
researcher
@en
wetenschapper
@nl
հետազոտող
@hy
name
Nate Kornell
@ast
Nate Kornell
@en
Nate Kornell
@es
Nate Kornell
@nl
Nate Kornell
@sl
type
label
Nate Kornell
@ast
Nate Kornell
@en
Nate Kornell
@es
Nate Kornell
@nl
Nate Kornell
@sl
prefLabel
Nate Kornell
@ast
Nate Kornell
@en
Nate Kornell
@es
Nate Kornell
@nl
Nate Kornell
@sl
P106
P1153
14013381300
P1960
GYYQnD8AAAAJ
P2002
natekornell
P21
P31
P496
0000-0002-8394-663X
P569
2000-01-01T00:00:00Z