Metacognitive monitoring and control must be accurate and efficient in order to allow self-guided learners to improve their performance. Yet few examples exist in which allowing learners to control learning produces higher levels of performance than restricting learners' control. Here we investigate the consequences of allowing learners to…

This study investigated the heuristic bases of judgments of learning (JOLs). JOLs were elicited either immediately after study or after a shorter or longer delay. In Experiment 1, the effects of encoding fluency (inferred from self-paced study time) on both JOLs and recall decreased with JOL delay, whereas those of retrieval fluency (inferred from…