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Schaper, Marie Luisa; Bayen, Ute J.; Hey, Carolin V. – Metacognition and Learning, 2023
Metamemory monitoring, study behavior, and memory are presumably causally connected. When people misjudge their memory, their study behavior should be biased accordingly. Remedying "metamemory illusions" should debias study behavior and improve memory. One metamemory illusion concerns source memory, a critical aspect of episodic memory.…
Descriptors: Metacognition, Memory, Schemata (Cognition), Study Habits
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Skylar J. Laursen; Dorina Sluka; Chris M. Fiacconi – Metacognition and Learning, 2024
Previous literature suggests learners can adjust their encoding strategies to match the demands of the expected test format. However, it is unclear whether other forms of metacognitive control, namely, study time allocation and restudy selection, are also sensitive to expected test format. Across four experiments we examined whether learners…
Descriptors: Test Format, Test Wiseness, Metacognition, Study Habits
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Yue Yin; Tian Fan; Wenbo Zhao; Jun Zheng; Xiao Hu; Ningxin Su; Chunliang Yang; Liang Luo – Metacognition and Learning, 2024
Employment of appropriate study strategies is crucial for academic success. Previous findings on whether use of specific strategies is related to academic performance in real educational settings were inconsistent, and their participant samples were largely restricted to undergraduate students. The current study recruited a large sample (i.e.,…
Descriptors: Elementary School Students, Academic Achievement, Study Habits, Study
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Robey, Alison; Castillo, Carlos; Ha, Joseph; Kerlow, Marina; Tesfa, Nebyat; Dougherty, Michael – Metacognition and Learning, 2022
Deciding what items to restudy is an important aspect of self-regulated learning. Previous research (Robey et al. "Psychological Science," 28(11), 1683-1693, 2017) reports that having learners make different types of metacognitive judgments affects restudy decisions. More specifically, when learners made retrospective confidence…
Descriptors: Metacognition, Memory, Study Habits, Decision Making
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Ezgi Melisa Yüksel; C. Shawn Green; Haley A. Vlach – Metacognition and Learning, 2024
When students are left to choose their own approaches to studying, they frequently engage in ineffective learning strategies, such as rereading textbooks or cramming. Given this natural tendency amongst students, there has been significant interest in how to increase the use of more effective methods of studying. Efforts to-date have typically…
Descriptors: Teaching Methods, Metacognition, Intervention, Outcomes of Education
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Megan N. Imundo; Inez Zung; Mary C. Whatley; Steven C. Pan – Metacognition and Learning, 2025
We investigated the benefits of two ways to use flashcards to perform retrieval practice: alone versus with a partner. In three experiments, undergraduate students learned word-definition pairs using flashcards alone (Individual condition) or with another student (Paired condition). Participants then made global judgments of learning (gJOLs;…
Descriptors: Undergraduate Students, Instructional Materials, Word Recognition, Paired Associate Learning
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Madison, Erin M.; Fulton, Erika K. – Metacognition and Learning, 2022
Metacomprehension refers to the ability to monitor and control reading comprehension. It is important for individuals to be accurate in their judgments of comprehension, as this can affect academic performance. One type of accuracy, relative accuracy, tends to be low, meaning individuals cannot adequately differentiate well-known from less…
Descriptors: Metacognition, Reading Comprehension, Accuracy, Learning Modalities