The dynamics of learning and allocation of study time to a region of proximal learning.
about
Metacognitive control of action: preparation for aiming reflects knowledge of Fitts's law.Aging and self-regulated language processing.People's study time allocation and its relation to animal foragingJudgments of Learning are Influenced by Memory for Past TestJudgments of learning and improvementOn the effectiveness of self-paced learning.People's hypercorrection of high-confidence errors: did they know it all along?Self-regulated learning in younger and older adults: does aging affect metacognitive control?Adult age differences in the effects of goals on self-regulated sentence processingAdult age differences in information foraging in an interactive reading environmentAllocation of Study Time in Chinese Junior School Students: Habitual Responding, Item Difficulty, and Time ConstraintsThe promise and perils of self-regulated study.When enough is not enough: Information overload and metacognitive decisions to stop studying information.Metacognitive Judgments and Control of Study.Self-Directed Learning: A Cognitive and Computational Perspective.Accuracy and stability of metacognitive monitoring: a new measure.Achievement goals affect metacognitive judgments.Deconstructing the effect of self-directed study on episodic memory.Memory monitoring and memory control in patients suffering from obstructive sleep apnoea syndrome.Optimising self-regulated study: the benefits - and costs - of dropping flashcards.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".Learners' choices and beliefs about self-testing.Study preferences for exemplar variability in self-regulated category learning.The Impact of Presentation Format on Younger and Older Adults' Self-Regulated Learning.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.Scaffolding feedback to maximize long-term error correction.Toward an understanding of students' allocation of study time: why do they decide to mass or space their practice?The critical importance of retrieval for learning.Metacomprehension for educationally relevant materials: dramatic effects of encoding-retrieval interactions.Judgments of learning: evidence for a two-stage process.The tip-of-the-tongue state and curiosity.
P2860
Q30439739-59D6AECE-ABC0-41A3-A372-AF9A78A96FAAQ30496861-3684BB1E-8311-401A-B436-B69905617DE7Q33705459-305C9AE6-0CA6-4AE7-A2D6-2D8F501A1942Q33720812-8C6059F3-4937-434F-9BD6-45C69A3E6874Q34586988-6CB6050F-9322-4B2F-BB95-2EF65A6C946AQ34812772-2719E421-9EC9-4A52-8C50-16289ECD011CQ34814970-95050A11-D4D7-4801-8EF3-0A7E40A0EB0EQ35394410-CC3393FF-CB17-4175-9126-7B74E25447E3Q36471354-F7B7A726-6115-4764-9C2C-E2646E859C8BQ36835162-3F7F4733-768B-42DB-9FA2-04FDE0A30DA8Q36859668-D3D73D47-33ED-48EF-BC62-CA64E6B2D8CDQ36908716-3CC2BB44-6AB4-401C-A198-200782774C80Q36927752-49F40F5F-BA53-4127-BDC9-8247CAD905B7Q37343028-15FA595B-578A-490A-9017-6ACE07BD6366Q38546078-B6E4BE7A-4827-4DB0-8986-139C7EF567A3Q39842451-5FEC3867-4865-4693-B62F-34E0C3733F43Q41808750-21B8C7D2-C223-4622-BBD9-BC617D53034BQ43088108-AEA46C27-172A-45B2-B61A-446181A00244Q44888563-899CD67D-15EF-4F52-984F-C4E3FA7EE295Q46650529-1F9CA62C-F217-4C94-96D9-9C0EC2EBEA2AQ47906146-89AC73CB-8ABD-4A86-A830-351E8ED0C767Q47944256-60D1A8DA-8AED-4B88-BB05-0D16807D3E8AQ48278340-2070B161-696E-4138-8ACE-71BA458DF6BBQ48878649-A5E56107-48CA-45C9-9720-9AF75671E9D4Q50432400-4B098354-3872-41D8-921B-F2B077717469Q50535602-2F00EB70-CCA1-4576-B8A2-E6017D74A01AQ50622721-74E33472-8BB8-4524-85BF-91986A1F63CEQ51035147-69A16C73-8D8D-4292-8D12-D29648A561B7Q51051694-1712025F-64D0-437E-B776-FFE8A79C01E8Q51893820-7E7FD811-DA1A-4422-828A-4BE1E54A0CB9Q51900544-49806694-F172-4EAE-B06C-B5052B6CE0C5Q51921012-44661AD0-676C-450D-B305-76FAA3201769Q53126139-C63CBB07-3263-47A2-8B73-D485A5C34F96
P2860
The dynamics of learning and allocation of study time to a region of proximal learning.
description
2003 nî lūn-bûn
@nan
2003年の論文
@ja
2003年学术文章
@wuu
2003年学术文章
@zh
2003年学术文章
@zh-cn
2003年学术文章
@zh-hans
2003年学术文章
@zh-my
2003年学术文章
@zh-sg
2003年學術文章
@yue
2003年學術文章
@zh-hant
name
The dynamics of learning and allocation of study time to a region of proximal learning.
@en
The dynamics of learning and allocation of study time to a region of proximal learning.
@nl
type
label
The dynamics of learning and allocation of study time to a region of proximal learning.
@en
The dynamics of learning and allocation of study time to a region of proximal learning.
@nl
prefLabel
The dynamics of learning and allocation of study time to a region of proximal learning.
@en
The dynamics of learning and allocation of study time to a region of proximal learning.
@nl
P1476
The dynamics of learning and allocation of study time to a region of proximal learning.
@en
P2093
Janet Metcalfe
P304
P356
10.1037/0096-3445.132.4.530
P50
P577
2003-12-01T00:00:00Z