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Predicting and Improving Recognition Memory Using Multiple Electrophysiological Signals in Real TimeAppearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning.When Knowledge Knows No Bounds: Self-Perceived Expertise Predicts Claims of Impossible Knowledge.Blackboxing: social learning strategies and cultural evolutionThe puzzle of study time allocation for the most challenging items.People's study time allocation and its relation to animal foragingHippocampal brain-network coordination during volitional exploratory behavior enhances learningOn the effectiveness of self-paced learning.People's hypercorrection of high-confidence errors: did they know it all along?Metacognition and confidence: comparing math to other academic subjects.Out of Lust or Jealousy: The Effects of Mate-Related Motives on Study-Time Allocation to Faces Varying in Attractiveness.An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses.Metacognition of the testing effect: guiding learners to predict the benefits of retrieval.When enough is not enough: Information overload and metacognitive decisions to stop studying information.Age-related impairments in active learning and strategic visual exploration.Enhancing learning approaches: practical tips for students and teachers.Supra-personal cognitive control and metacognition.Making related errors facilitates learning, but learners do not know it.Self-Directed Learning: A Cognitive and Computational Perspective.Student exam analysis (debriefing) promotes positive changes in exam preparation and learning.Toward a Metacognitive Account of Cognitive Offloading.Assessing Boundary Conditions of the Testing Effect: On the Relative Efficacy of Covert vs. Overt Retrieval.The hippocampus and exploration: dynamically evolving behavior and neural representations.Making Retrospective Confidence Judgments Improves Learners' Ability to Decide What Not to Study.Deconstructing the effect of self-directed study on episodic memory.General knowledge monitoring as a predictor of in-class exam performance.How crucial is the response format for the testing effect?Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.Habitual reading biases in the allocation of study time.Is Psychology Headed in the Right Direction? Yes, No, and Maybe.When do learners shift from habitual to agenda-based processes when selecting items for study?In and out of control: brain mechanisms linking fluency of action selection to self-agency in patients with schizophrenia.How restudy decisions affect overall comprehension for seventh-grade students.Learning style, judgements of learning, and learning of verbal and visual information.The Impact of Presentation Format on Younger and Older Adults' Self-Regulated Learning.Do people use category-learning judgments to regulate their learning of natural categories?Studying in the region of proximal learning reduces mind wandering.The influence of perceptual information on control processes involved in self-regulated learning: evidence from item selection.Domain familiarity as a cue for judgments of learning.Twelve tips for utilizing principles of learning to support medical education.
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P2860
description
article científic
@ca
article scientifique
@fr
articolo scientifico
@it
artigo científico
@pt
bilimsel makale
@tr
scientific article published on June 2009
@en
vedecký článok
@sk
vetenskaplig artikel
@sv
videnskabelig artikel
@da
vědecký článek
@cs
name
Metacognitive Judgments and Control of Study.
@en
Metacognitive Judgments and Control of Study.
@nl
type
label
Metacognitive Judgments and Control of Study.
@en
Metacognitive Judgments and Control of Study.
@nl
prefLabel
Metacognitive Judgments and Control of Study.
@en
Metacognitive Judgments and Control of Study.
@nl
P2860
P1476
Metacognitive Judgments and Control of Study.
@en
P2093
Janet Metcalfe
P2860
P304
P356
10.1111/J.1467-8721.2009.01628.X
P577
2009-06-01T00:00:00Z