Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Nicholas C. Soderstrom"'
Publikováno v:
Behavioral Sciences, Vol 14, Iss 11, p 1104 (2024)
Collaboration plays an important role in educational contexts. However, little is known about students’ metacognitive beliefs about collaboration. The present study used an online survey to investigate students’ beliefs toward group study/recall,
Externí odkaz:
https://doaj.org/article/27ea3d035fe846ecbb13708d6c7206ae
Autor:
Robert A. Bjork, Elizabeth Ligon Bjork, Gayan S Seneviratna, Veronica X. Yan, Nicholas C. Soderstrom
Publikováno v:
Journal of Experimental Psychology: Applied. 23:403-416
The sequencing of exemplars during study can have a large effect on category or concept induction. Counter to learners' intuitions, interleaving exemplars from different categories is often more effective for learning the different underlying categor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bb22e9620bda402e65fed1dab687597e
https://doi.org/10.1037/xap0000139
https://doi.org/10.1037/xap0000139
Autor:
Michael Stewart Cohen, Michael C. Friedman, Nicholas C. Soderstrom, Alan Castel, Robert A. Bjork
Prior work (e.g., Koriat, 1997) has shown that when learners predict how well they will remember an item being studied (metacognitive monitoring), they account for certain factors that predict later memory, but ignore other relevant factors. In the p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a60ba19ddbfc83145a0de5c3af11123
https://doi.org/10.31234/osf.io/bkcxf
https://doi.org/10.31234/osf.io/bkcxf
Publikováno v:
Journal of Educational Psychology. 107:991-1005
Test-potentiated learning occurs when testing renders a subsequent study period more effective than it would have been without an intervening test. We examined whether testing only a subset of material from a multimedia lesson would potentiate the re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::111b30232e6580a7325bcff7b939e661
https://doi.org/10.1037/edu0000031
https://doi.org/10.1037/edu0000031
Publikováno v:
Journal of Experimental Psychology: Learning, Memory, and Cognition. 41:553-558
A frequent procedure used to study how individuals monitor their own learning is to collect judgments of learning (JOLs) during acquisition, considered to be important, in part, because such judgments are assumed to guide how individuals allocate the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2d5c11664e60c9bab2dc2da4d57b23bd
https://doi.org/10.1037/a0038388
https://doi.org/10.1037/a0038388
Publikováno v:
Journal of Memory and Language. 73:99-115
We examined how testing potentiates self-regulated learning and alleviates the foresight bias—an illusion of competence that arises from information being present during study but absent at test—and whether such benefits can transfer to non-teste
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6eb42b3142381731265a6722c34fb6dc
https://doi.org/10.1016/j.jml.2014.03.003
https://doi.org/10.1016/j.jml.2014.03.003
Publikováno v:
Journal of Cognitive Psychology. 26:118-126
Prior work has shown that judgments of learning (JOLs) are prone to an auditory metacognitive illusion such that loud words are given higher predictions than quiet words despite no differences in recall as a function of auditory intensity. The curren
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::50ddf80b80e09a12fb4788713d684937
https://doi.org/10.1080/20445911.2013.834906
https://doi.org/10.1080/20445911.2013.834906
Autor:
David P. McCabe, Matthew G. Rhodes, Nicholas C. Soderstrom, Vanessa M. Loaiza, Alan D. Castel
Publikováno v:
Quarterly Journal of Experimental Psychology. 65:2281-2287
Is forgotten information deemed less important than remembered information? The present study examined potential biases regarding the importance of information that was initially forgotten. In Experiment 1 participants studied words paired with varyi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9a145ca200b9929d564fa0f01381ef64
https://doi.org/10.1080/17470218.2012.739183
https://doi.org/10.1080/17470218.2012.739183
Publikováno v:
Psychology and Aging. 27:1082-1088
We investigated whether older adults could successfully monitor age-related declines in recollection that are typically found on episodic memory tests. In two experiments, we elicited prospective metamemory judgments based on the remember-know proced
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f5e76037500018315b3cd1fc1491e28c
https://doi.org/10.1037/a0029048
https://doi.org/10.1037/a0029048
Publikováno v:
Journal of Experimental Psychology: Learning, Memory, and Cognition. 37:1236-1242
Two experiments are reported examining how value and relatedness interact to influence metacognitive monitoring and control processes. Participants studied unrelated and related word pairs, each accompanied by point values denoting how important the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9acde03d3212681f5ae1a241a223f459
https://doi.org/10.1037/a0023548
https://doi.org/10.1037/a0023548