According to an aptitude-treatment interaction experiment (Lehmann et al., "Metacognition and Learning, 11," 89-105, 2016, N = 47, published in "Metacognition and Learning"), perceptually disfluent texts facilitated retention and comprehension performance (but not transfer performance) only for learners with higher working…

Students' judgements of their own learning often exceed their knowledge on a given topic. One source of this pervasive overconfidence is fluency, the perceived ease with which information is acquired. Though effects of fluency on metacognitive judgments have been explored by manipulating relatively simple stimuli such as font style, few studies…

Although memory performance benefits from the spacing of information at encoding, judgments of learning (JOLs) are often not sensitive to the benefits of spacing. The present research examines how practice, feedback, and instruction influence JOLs for spaced and massed items. In Experiment 1, in which JOLs were made after the presentation of each…