Lista de obras -

A decomposition of age-related differences in multitrial free recall

article

A revised methodology for research on metamemory: Pre-judgment Recall and Monitoring (PRAM).

artículo científico publicado en 2004

Accurate monitoring leads to effective control and greater learning of patient education materials ⬇️

artículo científico publicado el 1 de septiembre de 2011

Age Differences in the Effects of Experimenter-Instructed Versus Self-Generated Strategy Use ⬇️

artículo científico publicado el 1 de enero de 2012

Age differences in the monitoring of learning: cross-sectional evidence of spared resolution across the adult life span

artículo científico publicado en 2010

Age-related differences in strategy knowledge updating: blocked testing produces greater improvements in metacognitive accuracy for younger than older adults

artículo científico publicado en 2008

Age-related equivalence and deficit in knowledge updating of cue effectiveness

artículo científico publicado en 2002

Agenda-based regulation of study-time allocation: when agendas override item-based monitoring

artículo científico publicado en 2009

Aging and monitoring associative learning: is monitoring accuracy spared or impaired?

artículo científico publicado en 2002

Aging, encoding fluency, and metacognitive monitoring

artículo científico publicado en 2006

All Good Things Must Come to an End: a Potential Boundary Condition on the Potency of Successive Relearning

An evidence-based approach to learning clinical anatomy: a guide for medical students, educators, and administrators

scientific article published on 26 November 2018

Are performance predictions for text based on ease of processing?

artículo científico publicado en 2002

Are test-expectancy effects better explained by changes in encoding strategies or differential test experience?

artículo científico publicado en 2020

Belief in corrective feedback for common misconceptions: Implications for knowledge revision

artículo científico publicado en 2016

Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs

artículo científico publicado en 2019

Can older adults accurately judge their learning of emotional information? ⬇️

artículo científico publicado el 4 de junio de 2012

Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy

artículo científico publicado en 2014

Causes and constraints of the shift-to-easier-materials effect in the control of study

artículo científico publicado en 2004

Children can accurately monitor and control their number-line estimation performance.

artículo científico publicado en 2016

Children's agenda-based regulation: The effects of prior performance and reward on elementary school children's study choices

artículo científico publicado en 2017

Content-embedded tasks beat complex span for predicting comprehension ⬇️

artículo científico publicado el 1 de diciembre de 2011

Contribution of degraded perception and insufficient encoding to decisions to mass or space study

artículo científico publicado en 2014

Contribution of strategy use to performance on complex and simple span tasks ⬇️

artículo científico publicado el 1 de abril de 2011

Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning

artículo científico publicado en 2013

Distinctive processing underlies skilled memory

artículo científico publicado en 2005

Do older adults show less confidence in their monitoring of learning?

artículo científico publicado en 2008

Do people use category-learning judgments to regulate their learning of natural categories?

artículo científico publicado en 2017

Do self-monitoring interventions improve older adult learning?

artículo científico publicado en 2007

Does ADHD in adults affect the relative accuracy of metamemory judgments?

artículo científico publicado en 2006

Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning

artículo científico publicado en 2006

Does differential strategy use account for age-related deficits in working-memory performance?

artículo científico publicado en 2009

Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis

artículo científico publicado en 2017

Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects

artículo científico publicado en 2006

Does retrieval fluency contribute to the underconfidence-with-practice effect?

artículo científico publicado en 2005

Does strategy training reduce age-related deficits in working memory?

artículo científico publicado en 2014

Does task affordance moderate age-related deficits in strategy production?

artículo científico publicado en 2010

Effects of Aging on the Magnitude and Accuracy of Quality-of-Encoding Judgments

artículo científico publicado el 1 de enero de 2003

Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?

artículo científico publicado en 2016

Encoding fluency is a cue used for judgments about learning

artículo científico publicado en 2003

Episodic feeling-of-knowing resolution derives from the quality of original encoding ⬇️

artículo científico publicado el 1 de septiembre de 2010

Establishing and explaining the testing effect in free recall for young children

artículo científico publicado en 2013

General knowledge monitoring as a predictor of in‐class exam performance ⬇️

artículo científico publicado el 28 de junio de 2011

General knowledge norms: Updated and expanded from the Nelson and Narens (1980) norms ⬇️

artículo científico publicado el 1 de diciembre de 2013

Habitual reading biases in the allocation of study time

artículo científico publicado en 2011

How Accurately Can Older Adults Evaluate the Quality of Their Text Recall? The Effect of Providing Standards on Judgment Accuracy

artículo científico publicado en 2009

How Is Knowledge Generated About Memory Encoding Strategy Effectiveness?

artículo científico publicado en 2008

How do students improve their value-based learning with task experience?

artículo científico publicado en 2014

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology ⬇️

artículo científico publicado en 2013

Improving college students' evaluation of text learning using idea-unit standards

artículo científico publicado en 2010

Influences of metamemory on performance predictions for text

artículo científico publicado en 2002

Introduction to the special section on integrative approaches to source memory

artículo científico publicado en 2008

Investigating and explaining the effects of successive relearning on long-term retention

artículo científico publicado en 2018

Isolating Metamemory Deficits in the Self-Regulated Learning of Adults With ADHD ⬇️

artículo científico publicado el 17 de noviembre de 2011

Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings

artículo científico publicado en 2020

Metacognition in Later Adulthood: Spared Monitoring Can Benefit Older Adults' Self-regulation

scientific article published on June 2011

Metacognitive training at home: does it improve older adults' learning?

artículo científico publicado en 2009

Metacomprehension judgements reflect the belief that diagrams improve learning from text ⬇️

artículo científico publicado el 19 de agosto de 2010

Monitoring and regulation of learning in medical education: the need for predictive cues

artículo científico publicado en 2017

Monitoring of learning at the category level when learning a natural concept: will task experience improve its resolution?

artículo científico publicado en 2014

Note-taking habits of 21st Century college students: implications for student learning, memory, and achievement

scientific article published on 12 February 2019

Older adults show deficits in retrieving and decoding associative mediators generated at study ⬇️

artículo científico publicado el 16 de julio de 2012

Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough?

artículo científico publicado el 1 de agosto de 2011

Persistent overconfidence despite practice: the role of task experience in preschoolers' recall predictions

artículo científico publicado en 2008

Preschoolers can make highly accurate judgments of learning ⬇️

artículo científico publicado el 12 de noviembre de 2012

Promoting transfer in memory training for older adults

artículo científico publicado en 2009

Recalled aspects of original encoding strategies influence episodic feelings of knowing ⬇️

artículo científico publicado el 1 de enero de 2014

Relearning attenuates the benefits and costs of spacing ⬇️

artículo científico publicado el 22 de octubre de 2012

Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks

artículo científico publicado en 2017

Self-regulated learning in younger and older adults: does aging affect metacognitive control?

artículo científico publicado en 2009

Self-regulated learning of a natural category: Do people interleave or block exemplars during study? ⬇️

artículo científico publicado el 1 de abril de 2013

Self-regulated learning: beliefs, techniques, and illusions

artículo científico publicado en 2012

Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging ⬇️

artículo científico publicado el 1 de julio de 2011

Study strategies of college students: Are self-testing and scheduling related to achievement? ⬇️

artículo científico publicado el 1 de febrero de 2012

The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory: Resolving a Memory-Metamemory Paradox

artículo científico publicado en 2015

The contribution of judgment scale to the unskilled-and-unaware phenomenon: How evaluating others can exaggerate over- (and under-) confidence ⬇️

artículo científico publicado el 1 de enero de 2014

The contribution of mediator-based deficiencies to age differences in associative learning

artículo científico publicado en 2005

The contributions of strategy use to working memory span: a comparison of strategy assessment methods

artículo científico publicado en 2007

The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?

artículo científico publicado en 2015

The effects of categorical relatedness on judgements of learning (JOLs).

artículo científico

The effects of emotion on younger and older adults' monitoring of learning

artículo científico publicado en 2016

The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer

artículo científico publicado en 2013

The influence of agenda-based and habitual processes on item selection during study

artículo científico publicado en 2011

The influence of making judgments of learning on memory performance: Positive, negative, or both?

artículo científico publicado en 2018

The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting ⬇️

artículo científico publicado el 1 de enero de 2011

The what, how much, and when of study strategies: comparing intended versus actual study behaviour

artículo científico publicado en 2016

Toward an understanding of students' allocation of study time: why do they decide to mass or space their practice?

artículo científico publicado en 2010

Training monitoring skills improves older adults' self-paced associative learning

artículo científico publicado en 2003

Understanding the delayed-keyword effect on metacomprehension accuracy

artículo científico publicado en 2005

Using standards to improve middle school students' accuracy at evaluating the quality of their recall

artículo científico publicado en 2009

When do learners shift from habitual to agenda-based processes when selecting items for study? ⬇️

artículo científico publicado el 1 de abril de 2013

Why do people show minimal knowledge updating with task experience: inferential deficit or experimental artifact?

artículo científico publicado en 2008

Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice

artículo científico publicado en 2019

Why does working memory span predict complex cognition? Testing the strategy affordance hypothesis

artículo científico publicado en 2008

Why is knowledge updating after task experience incomplete? Contributions of encoding experience, scaling artifact, and inferential deficit

artículo científico publicado en 2015

Lista de obras de

A decomposition of age-related differences in multitrial free recall

A revised methodology for research on metamemory: Pre-judgment Recall and Monitoring (PRAM).

Accurate monitoring leads to effective control and greater learning of patient education materials ⬇️

Age Differences in the Effects of Experimenter-Instructed Versus Self-Generated Strategy Use ⬇️

Age differences in the monitoring of learning: cross-sectional evidence of spared resolution across the adult life span

Age-related differences in strategy knowledge updating: blocked testing produces greater improvements in metacognitive accuracy for younger than older adults

Age-related equivalence and deficit in knowledge updating of cue effectiveness

Agenda-based regulation of study-time allocation: when agendas override item-based monitoring

Aging and monitoring associative learning: is monitoring accuracy spared or impaired?

Aging, encoding fluency, and metacognitive monitoring

All Good Things Must Come to an End: a Potential Boundary Condition on the Potency of Successive Relearning

An evidence-based approach to learning clinical anatomy: a guide for medical students, educators, and administrators

Are performance predictions for text based on ease of processing?

Are test-expectancy effects better explained by changes in encoding strategies or differential test experience?

Belief in corrective feedback for common misconceptions: Implications for knowledge revision

Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs

Can older adults accurately judge their learning of emotional information? ⬇️

Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy

Causes and constraints of the shift-to-easier-materials effect in the control of study

Children can accurately monitor and control their number-line estimation performance.

Children's agenda-based regulation: The effects of prior performance and reward on elementary school children's study choices

Content-embedded tasks beat complex span for predicting comprehension ⬇️

Contribution of degraded perception and insufficient encoding to decisions to mass or space study

Contribution of strategy use to performance on complex and simple span tasks ⬇️

Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning

Distinctive processing underlies skilled memory

Do older adults show less confidence in their monitoring of learning?

Do people use category-learning judgments to regulate their learning of natural categories?

Do self-monitoring interventions improve older adult learning?

Does ADHD in adults affect the relative accuracy of metamemory judgments?

Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning

Does differential strategy use account for age-related deficits in working-memory performance?

Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis

Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects

Does retrieval fluency contribute to the underconfidence-with-practice effect?

Does strategy training reduce age-related deficits in working memory?

Does task affordance moderate age-related deficits in strategy production?

Effects of Aging on the Magnitude and Accuracy of Quality-of-Encoding Judgments

Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?

Encoding fluency is a cue used for judgments about learning

Episodic feeling-of-knowing resolution derives from the quality of original encoding ⬇️

Establishing and explaining the testing effect in free recall for young children

General knowledge monitoring as a predictor of in‐class exam performance ⬇️

General knowledge norms: Updated and expanded from the Nelson and Narens (1980) norms ⬇️

Habitual reading biases in the allocation of study time

How Accurately Can Older Adults Evaluate the Quality of Their Text Recall? The Effect of Providing Standards on Judgment Accuracy

How Is Knowledge Generated About Memory Encoding Strategy Effectiveness?

How do students improve their value-based learning with task experience?

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology ⬇️

Improving college students' evaluation of text learning using idea-unit standards

Influences of metamemory on performance predictions for text

Introduction to the special section on integrative approaches to source memory

Investigating and explaining the effects of successive relearning on long-term retention

Isolating Metamemory Deficits in the Self-Regulated Learning of Adults With ADHD ⬇️

Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings

Metacognition in Later Adulthood: Spared Monitoring Can Benefit Older Adults' Self-regulation

Metacognitive training at home: does it improve older adults' learning?

Metacomprehension judgements reflect the belief that diagrams improve learning from text ⬇️

Monitoring and regulation of learning in medical education: the need for predictive cues

Monitoring of learning at the category level when learning a natural concept: will task experience improve its resolution?

Note-taking habits of 21st Century college students: implications for student learning, memory, and achievement

Older adults show deficits in retrieving and decoding associative mediators generated at study ⬇️

Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough?

Persistent overconfidence despite practice: the role of task experience in preschoolers' recall predictions

Preschoolers can make highly accurate judgments of learning ⬇️

Promoting transfer in memory training for older adults

Recalled aspects of original encoding strategies influence episodic feelings of knowing ⬇️

Relearning attenuates the benefits and costs of spacing ⬇️

Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks

Self-regulated learning in younger and older adults: does aging affect metacognitive control?

Self-regulated learning of a natural category: Do people interleave or block exemplars during study? ⬇️

Self-regulated learning: beliefs, techniques, and illusions

Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging ⬇️

Study strategies of college students: Are self-testing and scheduling related to achievement? ⬇️

The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory: Resolving a Memory-Metamemory Paradox

The contribution of judgment scale to the unskilled-and-unaware phenomenon: How evaluating others can exaggerate over- (and under-) confidence ⬇️

The contribution of mediator-based deficiencies to age differences in associative learning

The contributions of strategy use to working memory span: a comparison of strategy assessment methods

The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?