Evidence that judgments of learning are causally related to study choice.
about
The puzzle of study time allocation for the most challenging items.People's study time allocation and its relation to animal foragingEffects of loss aversion on post-decision wagering: implications for measures of awarenessJudgments of learning and improvementOn the effectiveness of self-paced learning.Metacognition and confidence: comparing math to other academic subjects.How Much Do Metamemory Beliefs Contribute to the Font-Size Effect in Judgments of Learning?Visual aids improve diagnostic inferences and metacognitive judgment calibration.The effectiveness of updating metacognitive knowledge in the elderly: evidence from metamnemonic judgments of word frequency.Differential Neural Correlates Underlie Judgment of Learning and Subsequent Memory PerformanceMetacognition of the testing effect: guiding learners to predict the benefits of retrieval.The development of metacognitive ability in adolescence.Metacognitive influences on study time allocation in an associative recognition task: An analysis of adult age differences.Metacognitive Judgments and Control of Study.Familiarity and retrieval processes in delayed judgments of learning.Separation of encoding fluency and item difficulty effects on judgements of learning.Making related errors facilitates learning, but learners do not know it.Caffeine cravings impair memory and metacognition.Metamemory monitoring and control following retrieval practice for text.Measuring memory monitoring with judgements of retention (JORs).Subjective experience of difficulty depends on multiple cues.Calibration research: where do we go from here?The effect of concrete supplements on metacognitive regulation during learning and open-book test taking.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.Framing effects on metacognitive monitoring and control.Metacomprehension judgements reflect the belief that diagrams improve learning from text.The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?Unskilled and unaware in the classroom: College students' desired grades predict their biased grade predictions.Feeling happy and (over)confident: the role of positive affect in metacognitive processes.The anchoring effect in metamemory monitoring.Updating metacognitive control in response to expected retention intervals.When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the "Displaced-JOL effect".Motivated comprehension regulation: vigilant versus eager metacognitive control.Influence of cue word perceptual information on metamemory accuracy in judgement of learning.Study for now, but judge for later: delayed judgments of learning promote long-term retention.Subjective experience guides betting decisions beyond accuracy: evidence from a metamemory illusion.Do people use category-learning judgments to regulate their learning of natural categories?Feeling of knowing and restudy choices.Magnitude and accuracy differences between judgements of remembering and forgetting.
P2860
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P2860
Evidence that judgments of learning are causally related to study choice.
description
2008 nî lūn-bûn
@nan
2008年の論文
@ja
2008年論文
@yue
2008年論文
@zh-hant
2008年論文
@zh-hk
2008年論文
@zh-mo
2008年論文
@zh-tw
2008年论文
@wuu
2008年论文
@zh
2008年论文
@zh-cn
name
Evidence that judgments of learning are causally related to study choice.
@en
type
label
Evidence that judgments of learning are causally related to study choice.
@en
prefLabel
Evidence that judgments of learning are causally related to study choice.
@en
P356
P1476
Evidence that judgments of learning are causally related to study choice.
@en
P2093
Bridgid Finn
Janet Metcalfe
P2888
P304
P356
10.3758/PBR.15.1.174
P577
2008-02-01T00:00:00Z
P5875
P6179
1033758022