about
Predicting and Improving Recognition Memory Using Multiple Electrophysiological Signals in Real TimeImproving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.Learning Versus PerformanceThe impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study.Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology.The benefits and costs of repeated testing on the learning of face-name pairs in healthy older adultsJudgments of learning and improvementStudent pharmacists' perceptions of testing and study strategies.On the effectiveness of self-paced learning.Self control of when and how much to test face-name pairs in a novel spaced retrieval paradigm: an examination of age-related differences.Metacognition of the testing effect: guiding learners to predict the benefits of retrieval.What happened (and what didn't): Discourse constraints on encoding of plausible alternativesStudy strategies of college students: are self-testing and scheduling related to achievement?The use of feedback in education: a complex instructional strategy.Separation of encoding fluency and item difficulty effects on judgements of learning.Learning concepts and categories: is spacing the "enemy of induction"?Self-Directed Learning: A Cognitive and Computational Perspective.How do students implement collaborative testing in real-world contexts?Performance bias: Why judgments of learning are not affected by learning.The self-regulated learning of medical students in the clinical environment - a scoping review.Metamemory monitoring and control following retrieval practice for text.Strategies for Improving Learner Metacognition in Health Professional Education.Attention, Motivation, and Study Habits in Users of Unprescribed ADHD Medication.Instructor and student knowledge of study strategies.Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training.A Subgroup Analysis of the Impact of Self-testing Frequency on Examination Scores in a Pathophysiology Course.Deconstructing the effect of self-directed study on episodic memory.Improving encoding strategies as a function of test knowledge and experience.Using electronic flashcards to promote learning in medical students: retesting versus restudying.Why does guessing incorrectly enhance, rather than impair, retention?Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes.Study strategies and beliefs about learning as a function of academic achievement and achievement goals.Brain-Training Pessimism, but Applied-Memory Optimism.Optimizing Learning in College: Tips From Cognitive Psychology.Evidence for the negative impact of reward on self-regulated learning.College students with and without ADHD: comparison of self-report of medication usage, study habits, and academic achievement.Stop Think: a simple approach to encourage the self-assessment of learning.The what, how much, and when of study strategies: comparing intended versus actual study behaviour.The benefit of self-testing and interleaving for synthesizing concepts across multiple physiology texts.The Critical Importance of Retrieval--and Spacing--for Learning.
P2860
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P2860
description
2007 nî lūn-bûn
@nan
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
2007年论文
@zh
2007年论文
@zh-cn
name
The promise and perils of self-regulated study.
@en
type
label
The promise and perils of self-regulated study.
@en
prefLabel
The promise and perils of self-regulated study.
@en
P2860
P356
P1476
The promise and perils of self-regulated study.
@en
P2093
Nate Kornell
Robert A Bjork
P2860
P2888
P304
P356
10.3758/BF03194055
P577
2007-04-01T00:00:00Z
P6179
1039465006