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Direct linkHughes, Gregory I.; Taylor, Holly A.; Thomas, Ayanna K. – Metacognition and Learning, 2018
The ways in which adult learners study information influences their judgment-of-learning (JOL) accuracy (e.g., Koriat et al. "Journal of Experimental Psychology: General," determine whether developing learners' metacognitive monitoring is similarly influenced by different study techniques. In two experiments, we examined JOL accuracy in…
Descriptors: Accuracy, Metacognition, College Students, Adolescents
Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin – Research in Science Education, 2015
A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them "experiment," "science fair," and "hypothesis," is used to probe the students' knowledge structures.…
Descriptors: Scientific Methodology, Science Education, Word Lists, Stimuli
Bugg, Julie M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
The conflict monitoring account posits that globally high levels of conflict trigger engagement of top-down control; however, recent findings point to the mercurial nature of top-down control in high conflict contexts. The current study examined the potential moderating effect of associative learning on conflict-triggered top-down control…
Descriptors: Conflict, Experimental Psychology, Associative Learning, Hypothesis Testing
