Metacognitive and control strategies in study-time allocation.
暂无分享,去创建一个
Lisa K. Son | J. Metcalfe | L. Son | J Metcalfe | L K Son
[1] Eugene B. Zechmeister,et al. Judgments of knowing: The influence of retrieval practice. , 1980 .
[2] F. Craik,et al. Depth of processing and the retention of words , 1975 .
[3] Gregg T. Vesonder,et al. Knowledge of one's own responding and the relation of such knowledge to learning: A developmental study☆ , 1978 .
[4] D. Berlyne. Curiosity and learning , 1978 .
[5] Marcia K. Johnson. Reality monitoring: An experimental phenomenological approach. , 1988 .
[6] J. Jenkins,et al. The effects of cued orienting tasks on the free recall of words , 1973 .
[7] 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 .
[8] B. Underwood. Individual and group predictions of item difficulty for free learning. , 1966, Journal of experimental psychology.
[9] Effects of incentive-set on relevant and irrelevant (incidental) learning in children. , 1963, Child development.
[10] L. Reder,et al. What determines initial feeling of knowing? Familiarity with question terms, not with the answer , 1992 .
[11] J. Dunlosky,et al. Age differences in the allocation of study time account for age differences in memory performance , 1997, Memory & cognition.
[12] T. S. Hyde,et al. Recall for words as a function of semantic, graphic, and syntactic orienting tasks. , 1973 .
[13] A. Koriat. Monitoring one's own knowledge during study : A cue-utilization approach to judgments of learning , 1997 .
[14] D. Kausler,et al. Effects of Incentive-Set and Task Variables on Relevant and Irrelevant Learning in Serial Verbal Learning , 1962 .
[15] Annette Dufresne,et al. Children's spontaneous allocation of study time: Differential and sufficient aspects , 1989 .
[16] C. Heriza. Perspectives on the Development of Memory and Cognition , 1979 .
[17] Annette Dufresne,et al. Developmental Differences in Children's Spontaneous Allocation of Study Time , 1988 .
[18] George Kellas,et al. Effect of response requirement and type of material on acquisition and retention performance in short-term memory , 1971 .
[19] J. Metcalfe,et al. A hot/cool-system analysis of delay of gratification: dynamics of willpower. , 1999, Psychological review.
[20] Ralph E. Reynolds,et al. Effect of Interest on Attention and Learning , 1988 .
[21] T. S. Hyde,et al. Differential effects of incidental tasks on the organization of recall of a list of highly associated words. , 1969 .
[22] Lola L. Cuddy,et al. Discrimination of item strength at time of presentation , 1969 .
[23] Steven M. Smith,et al. TOTimals : a controlled experimental method for studying tip-of-the-tongue states , 1991 .
[24] J. Jenkins,et al. Two More Incidental Tasks That Differentially Affect Associative Clustering in Recall. , 1971 .
[25] T. O. Nelson,et al. When People's Judgments of Learning (JOLs) are Extremely Accurate at Predicting Subsequent Recall: The “Delayed-JOL Effect” , 1991 .
[26] John Dunlosky,et al. Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves , 1998 .
[27] L. Reder. Strategy selection in question answering , 1987, Cognitive Psychology.
[28] John H. Flavell,et al. Developmental changes in apportionment of study time among items in a multitrial free recall task , 1973 .
[29] J Metcalfe. Novelty monitoring, metacognition, and control in a composite holographic associative recall model: implications for Korsakoff amnesia. , 1993, Psychological review.
[30] Asher Koriat,et al. The role of metacognitive processes in the regulation of memory performance. , 1998 .
[31] William L. Cull,et al. The learning ability paradox in adult metamemory research: Where are the metamemory differences between good and poor learners? , 1994, Memory & cognition.
[32] L. Groninger. Predicting Recall: The "Feeling-That-I-Will-Know" Phenomenon , 1979 .
[33] S. M. Smith,et al. Feeling-of-knowing judgments from the subject's perspective. , 1996, The American journal of psychology.
[34] Steven R. Asher,et al. Influence of Topic Interest on Children's Reading Comprehensiona , 1978 .
[35] A Koriat,et al. Phonetic symbolism and feeling of knowing , 1975, Memory & cognition.
[36] T. O. Nelson. Predictive accuracy of the feeling of knowing across different criterion tasks and across different subject populations and individuals. , 1988 .
[37] M. McDaniel,et al. The Effects of Test Expectancy on Processing and Memory of Prose. , 1994 .
[38] T. O. Nelson,et al. Do different metamemory judgments tap the same underlying aspects of memory? , 1990, Journal of experimental psychology. Learning, memory, and cognition.
[39] John Dunlosky,et al. Delaying students' metacognitive monitoring improves their accuracy in predicting their recognition performance. , 1994 .
[40] T. O. Nelson,et al. Overlearning and the Feeling of Knowing , 1982 .
[41] L. Postman. Short-Term Memory and Incidental Learning , 1964 .
[42] A. Koriat. How do we know that we know? The accessibility model of the feeling of knowing. , 1993 .
[43] 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.
[44] J. Flavell. Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. , 1979 .
[45] Gregg T. Vesonder,et al. On the ability to predict one's own responses while learning , 1985 .
[46] T. Vecchi,et al. Remembering the Grocery Shopping List: a Study on Metacognitive Biases , 1997 .
[47] Steven M. Smith,et al. The effects of demand characteristics on the reporting of tip-of-the-tongue and feeling-of-knowing states , 1996 .
[48] T. O. Nelson,et al. A comparison of three predictors of an individual's memory performance: the individual's feeling of knowing versus the normative feeling of knowing versus base-rate item difficulty. , 1986, Journal of experimental psychology. Learning, memory, and cognition.
[49] T. O. Nelson,et al. How Shall We Explain the Delayed-Judgment-Of-Learning Effect? , 1992 .
[50] R. Atkinson. Optimizing the Learning of a Second-Language Vocabulary. , 1972 .
[51] T. O. Nelson,et al. Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect , 1992, Memory & cognition.
[52] Bennett L. Schwartz,et al. Methodological problems and pitfalls in the study of human metacognition. , 1994 .
[53] T. O. Nelson,et al. Why investigate metacognition , 1994 .
[54] F. Craik,et al. The role of rehearsal in short-term memory , 1973 .
[55] John Dunlosky,et al. Does the Sensitivity of Judgments of Learning (JOLs) to the Effects of Various Study Activities Depend on When the JOLs Occur , 1994 .
[56] Steven R. Asher,et al. Influence of Topic Interest on Black Children's and White Children's Reading Comprehension. , 1979 .
[57] J. Metcalfe. Premonitions of insight predict impending error. , 1986 .
[58] Similarity between the Cue for Judgments of Learning (JOL) and the Cue for Test Is Not the Primary Determinant of JOL Accuracy , 1997 .
[59] T. O. Nelson,et al. Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall. , 1995, Journal of experimental psychology. Learning, memory, and cognition.
[60] T. O. Nelson,et al. A comparison of current measures of the accuracy of feeling-of-knowing predictions. , 1984, Psychological bulletin.
[61] C. Dweck,et al. A goal analysis of personality and personality coherence. , 1999 .
[62] J. Metcalfe. Feeling of knowing in memory and problem solving. , 1986 .
[63] Richard C. Anderson. Allocation of Attention during Reading. , 1982 .
[64] J. Ebeling,et al. Monitoring and control , 1994 .
[65] John M. Gardiner,et al. Memory for remembered events: An assessment of output monitoring in free recall , 1976 .
[66] Cesare Cornoldi,et al. Strategies in study time allocation: Why is study time sometimes not effective? , 1993 .
[67] T. S. Hyde. Differential effects of effort and type of orienting task on recall and organization of highly associated words. , 1973 .
[68] A. Kobasigawa,et al. Spontaneous Allocation of Study Time by First- and Third-Grade Children in a Simple Memory Task , 1993 .
[69] Asher Koriat,et al. Dissociating Knowing and the Feeling of Knowing : Further Evidence for the Accessibility Model , 2005 .
[70] J. Metcalfe,et al. Intuition in insight and noninsight problem solving , 1987, Memory & cognition.
[71] 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.
[72] P. Gollwitzer,et al. Goal Effects on Action and Cognition , 1996 .
[73] Michael A. Becker. Social Psychology: Handbook of Basic Principles , 1998 .
[74] M. Gruneberg,et al. ‘Feeling of knowing’ and cued recall ☆ , 1974 .
[75] E. Lovelace. Metamemory: Monitoring Future Recallability During Study , 1984 .
[76] I. Erev,et al. LEARNING STRATEGIES , 2010 .
[77] Allen Newell,et al. Human Problem Solving. , 1973 .
[78] Ann L. Brown. Knowing When, Where, and How to Remember: A Problem of Metacognition. Technical Report No. 47. , 1977 .
[79] G Mazzoni,et al. Do memorability ratings affect study-time allocation? , 1990, Memory & cognition.
[80] J. Metcalfe. Metamemory: Theory and data. , 2000 .
[81] James J. Jenkins,et al. Effects of orienting tasks on free recall in incidental learning: “difficulty,” “effort,” and “process” explanations , 1973 .
[82] R. Zacks. Invariance of total learning time under different conditions of practice. , 1969 .
[83] Asher Koriat,et al. Monitoring and control processes in the strategic regulation of memory accuracy , 1996 .
[84] Steven R. Asher,et al. Sex Differences in Comprehension of High-and Low-Interest Reading Material. , 1974 .
[85] C. Dweck. Capturing the Dynamic Nature of Personality , 1996 .
[86] K. Thiede. The Relative Importance of Anticipated Test Format and Anticipated Test Difficulty on Performance , 1996 .
[87] J. Metcalfe,et al. The cue-familiarity heuristic in metacognition. , 1993, Journal of experimental psychology. Learning, memory, and cognition.
[88] J. Hart,et al. Memory and the feeling-of-knowing experience. , 1965, Journal of educational psychology.
[89] Guy Denhière,et al. Regulation of study-time and interstimulus similarity in self-paced learning conditions , 1972 .
[90] T. O. Nelson. Metamemory: A Theoretical Framework and New Findings , 1990 .
[91] S. Wolk. The influence of meaningfulness upon intentional and incidental learning of verbal material , 1974, Memory & cognition.
[92] Steven M. Smith,et al. The Retrieval of Related Information Influences Tip-of-the-Tongue States , 1997 .
[93] Allen Newell,et al. Human problem solving: The state of the theory in 1970. , 1971 .
[94] John Dunlosky,et al. Utilization of Metacognitive Judgments in the Allocation of Study During Multitrial Learning , 1994 .