Updating metacognitive control in response to expected retention intervals.

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Updating metacognitive control in response to expected retention intervals.

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2016 nî lūn-bûn

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2016年の論文

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2016年学术文章

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2016年学术文章

@zh

2016年学术文章

@zh-cn

2016年学术文章

@zh-hans

2016年学术文章

@zh-my

2016年学术文章

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2016年學術文章

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2016年學術文章

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Updating metacognitive control in response to expected retention intervals.

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Updating metacognitive control in response to expected retention intervals.

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Updating metacognitive control in response to expected retention intervals.

@en

Updating metacognitive control in response to expected retention intervals.

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Updating metacognitive control in response to expected retention intervals.

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Updating metacognitive control in response to expected retention intervals.

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P1476

Updating metacognitive control in response to expected retention intervals.

@en

P2093

Aaron S Benjamin

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Joshua L Fiechter

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P2860

The importance of proving the null.

What makes distributed practice effective?

On the effectiveness of self-paced learning.

Distributed practice in verbal recall tasks: A review and quantitative synthesis.

Evidence that judgments of learning are causally related to study choice.

Do memorability ratings affect study-time allocation?

Bayesian t tests for accepting and rejecting the null hypothesis.

The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and behavior.

The dynamics of learning and allocation of study time to a region of proximal learning.

Study efficacy and the region of proximal learning framework.

P2888

s13421-016-0664-1

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347-361

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scholarly article

P356

10.3758/S13421-016-0664-1

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P433

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P478

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P577

2016-10-21T00:00:00Z

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P6179

1002157130

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27770254

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