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Direct linkLaursen, Skylar J.; Fiacconi, Chris M. – Metacognition and Learning, 2022
Despite the naïve intuition that individuals' confidence in their future memory performance should increase with longer self-paced study time, it is commonly observed that the relation between invested study time and memory predictions (i.e., judgments of learning (JOLs)) is negative. This negative relation has been suggested to reflect use of the…
Descriptors: Memory, Memorization, Heuristics, Metacognition
Tullis, Jonathan G.; Maddox, Geoffrey B. – Metacognition and Learning, 2020
Study strategies that learners utilize impact how much they learn. Practicing retrieval from long-term memory (e.g., practice tests or flashcards) is a particularly effective study strategy that can provide large learning benefits; yet, students rarely recognize the benefits of retrieval practice. Here, we examine whether a sample of middle and…
Descriptors: Middle School Students, High School Students, Study Habits, Recall (Psychology)
