Agenda-based regulation of study-time allocation: when agendas override item-based monitoring.
暂无分享,去创建一个
[1] J. Dunlosky,et al. Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning. , 1997, The journals of gerontology. Series B, Psychological sciences and social sciences.
[2] Robert A. Bjork,et al. The promise and perils of self-regulated study , 2007, Psychonomic bulletin & review.
[3] Lynne M. Reder,et al. Strategic control of retrieval strategies. , 1988 .
[4] Alan D. Castel,et al. The Adaptive and Strategic Use of Memory By Older Adults: Evaluative Processing and Value-Directed Remembering , 2007 .
[5] Jeffrey D. Karpicke,et al. The Power of Testing Memory Basic Research and Implications for Educational Practice , 2006 .
[6] R. Engle,et al. The generality of working memory capacity: a latent-variable approach to verbal and visuospatial memory span and reasoning. , 2004, Journal of experimental psychology. General.
[7] P. Pintrich. The role of goal orientation in self-regulated learning. , 2000 .
[8] R. Azevedo,et al. A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions , 2007 .
[9] Douglas J. Hacker,et al. Metacognition in educational theory and practice. , 1998 .
[10] Janet Metcalfe,et al. Is study time allocated selectively to a region of proximal learning? , 2002, Journal of experimental psychology. General.
[11] Asher Koriat,et al. The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and behavior. , 2006, Journal of experimental psychology. General.
[12] John Dunlosky,et al. Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves , 1998 .
[13] J. Dunlosky,et al. What makes people study more? An evaluation of factors that affect self-paced study. , 1998, Acta psychologica.
[14] John Dunlosky,et al. The Self-Monitoring Approach for Effective Learning , 2005 .
[15] Joseph T. McGuire,et al. Neuroimaging evidence for agenda-dependent monitoring of different features during short-term source memory tests. , 2008, Journal of experimental psychology. Learning, memory, and cognition.
[16] Lisa K. Son,et al. Spacing one's study: evidence for a metacognitive control strategy. , 2004, Journal of experimental psychology. Learning, memory, and cognition.
[17] M. Eysenck,et al. Effects of Incentive on Cued Recall , 1982 .
[18] M. Just,et al. From the SelectedWorks of Marcel Adam Just 1992 A capacity theory of comprehension : Individual differences in working memory , 2017 .
[19] T. O. Nelson,et al. Allocation of self-paced study time and the "labor-in-vain effect". , 1988, Journal of experimental psychology. Learning, memory, and cognition.
[20] P. Carpenter,et al. Individual differences in working memory and reading , 1980 .
[21] John Dunlosky,et al. Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. , 1999 .
[22] Philip H. Winne,et al. Studying as self-regulated learning. , 1998 .
[23] J. Metcalfe,et al. Evidence that judgments of learning are causally related to study choice , 2008, Psychonomic bulletin & review.
[24] T. O. Nelson,et al. Tradeoff of semantic relatedness and degree of overlearning: differential effects on metamemory and on long-term retention. , 1997, Acta psychologica.
[25] J. Dunlosky,et al. Age-related differences in absolute but not relative metamemory accuracy. , 1997, Psychology and aging.
[26] John Dunlosky,et al. Empirical analysis of the intrinsic–extrinsic distinction of judgments of learning (JOLs): Effects of relatedness and serial position on JOLs. , 2001 .
[27] B. Weiner. Effects of motivations on the availability and retrieval of memory traces. , 1966 .
[28] Aaron S. Benjamin,et al. Memory is More than just Remembering: Strategic Control of Encoding, Accessing Memory, and Making Decisions , 2007 .
[29] Nate Kornell,et al. The dynamics of learning and allocation of study time to a region of proximal learning. , 2003, Journal of experimental psychology. General.
[30] Rajiv Sethi,et al. Metacognitive Control and Optimal Learning , 2006, Cogn. Sci..
[31] John Dunlosky,et al. Causes and constraints of the shift-to-easier-materials effect in the control of study , 2004, Memory & cognition.
[32] John Dunlosky,et al. Aging and monitoring associative learning: is monitoring accuracy spared or impaired? , 2002 .
[33] John Dunlosky,et al. Utilization of Metacognitive Judgments in the Allocation of Study During Multitrial Learning , 1994 .
[34] David J. Therriault,et al. Accuracy of metacognitive monitoring affects learning of texts. , 2003 .
[35] Aaron S. Benjamin,et al. Metacognitive control of the spacing of study repetitions , 2006 .
[36] Nate Kornell,et al. Optimising self-regulated study: The benefits—and costs—of dropping flashcards , 2008, Memory.
[37] Alan D Castel,et al. Memory for general and specific value information in younger and older adults: Measuring the limits of strategic control , 2007, Memory & cognition.
[38] T. Wickens,et al. Effect of incentive on storage and retrieval processes , 1970 .
[39] Nate Kornell,et al. Study efficacy and the region of proximal learning framework. , 2006, Journal of experimental psychology. Learning, memory, and cognition.
[40] L. F. Barrett,et al. Individual differences in working memory capacity and dual-process theories of the mind. , 2004, Psychological bulletin.
[41] Charles S. Carver,et al. On the structure of behavioral self-regulation. , 2000 .
[42] Christian D. Schunn,et al. Strategy Adaptivity and Individual Differences , 2002 .
[43] Aaron S Benjamin,et al. The effects of aging on selectivity and control in short-term recall , 2002, Memory & cognition.
[44] A. Koriat. Monitoring one's own knowledge during study : A cue-utilization approach to judgments of learning , 1997 .
[45] Lisa K. Son,et al. Metacognitive and control strategies in study-time allocation. , 2000, Journal of experimental psychology. Learning, memory, and cognition.
[46] F. Craik,et al. Aging and metamemory: the roles of relatedness and imagery. , 1982, Journal of gerontology.
[47] Lisa K. Son,et al. Research on the allocation of study time: Key studies from 1890 to the present (and beyond). , 2008 .
[48] Matthew P. Gerrie,et al. Individual differences in working memory capacity and visual search: The roles of top-down and bottom-up processing , 2007, Psychonomic bulletin & review.
[49] P. Pintrich,et al. Handbook of self-regulation , 2000 .
[50] M. Isingrini,et al. Age-Related Differences in the Relation Between Monitoring and Control of Learning , 2004, Experimental aging research.
[51] Michael F. Bunting,et al. Working memory span tasks: A methodological review and user’s guide , 2005, Psychonomic bulletin & review.
[52] A. Castel. Memory for grocery prices in younger and older adults: the role of schematic support. , 2005, Psychology and aging.
[53] J. Metcalfe,et al. A Region of Proximal Learning Model of Study Time Allocation Journal of Memory and Language , 2005 .