These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
71 related articles for article (PubMed ID: 11145069)
1. Differential allocation of study time: incomplete compensation for the difficulty of the materials. Pelegrina S; Bajo MT; Justicia F Memory; 2000 Nov; 8(6):377-92. PubMed ID: 11145069 [TBL] [Abstract][Full Text] [Related]
2. Monitoring memory errors: the influence of the veracity of retrieved information on the accuracy of judgements of learning. Rhodes MG; Tauber SK Memory; 2011 Nov; 19(8):853-70. PubMed ID: 21999219 [TBL] [Abstract][Full Text] [Related]
3. Effect of the difficulty of prior items on the magnitude of judgments of learning for subsequent items. Richards RM; Nelson TO Am J Psychol; 2004; 117(1):81-91. PubMed ID: 15058858 [TBL] [Abstract][Full Text] [Related]
4. The dynamics of learning and allocation of study time to a region of proximal learning. Metcalfe J; Kornell N J Exp Psychol Gen; 2003 Dec; 132(4):530-42. PubMed ID: 14640846 [TBL] [Abstract][Full Text] [Related]
5. Does the amount of material to be remembered influence judgements of learning (JOLs)? Tauber SK; Rhodes MG Memory; 2010 Apr; 18(3):351-62. PubMed ID: 20408044 [TBL] [Abstract][Full Text] [Related]
6. Metamemory judgments and the benefits of repeated study: improving recall predictions through the activation of appropriate knowledge. Tiede HL; Leboe JP J Exp Psychol Learn Mem Cogn; 2009 May; 35(3):822-8. PubMed ID: 19379052 [TBL] [Abstract][Full Text] [Related]
7. Metacomprehension judgements reflect the belief that diagrams improve learning from text. Serra MJ; Dunlosky J Memory; 2010 Oct; 18(7):698-711. PubMed ID: 20730677 [TBL] [Abstract][Full Text] [Related]
8. The influence of agenda-based and habitual processes on item selection during study. Dunlosky J; Ariel R J Exp Psychol Learn Mem Cogn; 2011 Jul; 37(4):899-912. PubMed ID: 21480756 [TBL] [Abstract][Full Text] [Related]
9. Features and feedback: enhancing metamnemonic knowledge at retrieval reduces source-monitoring errors. Lane SM; Roussel CC; Villa D; Morita SK J Exp Psychol Learn Mem Cogn; 2007 Nov; 33(6):1131-42. PubMed ID: 17983318 [TBL] [Abstract][Full Text] [Related]
10. Metacognitive errors contribute to the difficulty in remembering proper names. Tauber SK; Rhodes MG Memory; 2010 Jul; 18(5):522-32. PubMed ID: 20503129 [TBL] [Abstract][Full Text] [Related]
11. On interpreting the relationship between remember-know judgments and confidence: the role of instructions. Geraci L; McCabe DP; Guillory JJ Conscious Cogn; 2009 Sep; 18(3):701-9. PubMed ID: 19477141 [TBL] [Abstract][Full Text] [Related]
12. Children's strategic regulation, metacognitive monitoring, and control processes during test taking. Krebs SS; Roebers CM Br J Educ Psychol; 2010 Sep; 80(Pt 3):325-40. PubMed ID: 20100399 [TBL] [Abstract][Full Text] [Related]
13. The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts. Wylie J; McGuinness C Br J Educ Psychol; 2004 Dec; 74(Pt 4):497-514. PubMed ID: 15530198 [TBL] [Abstract][Full Text] [Related]
14. The difference between implicit and explicit associative processes at study in creating false memory in the DRM paradigm. Kawasaki Y; Yama H Memory; 2006 Jan; 14(1):68-78. PubMed ID: 16423743 [TBL] [Abstract][Full Text] [Related]
15. Judgments of learning and the allocation of study time. Nelson TO J Exp Psychol Gen; 1993 Jun; 122(2):269-73. PubMed ID: 8315401 [TBL] [Abstract][Full Text] [Related]
16. The role of metacognitive knowledge in recollection rejection. Lampinen JM; Arnal JD Am J Psychol; 2009; 122(1):39-52. PubMed ID: 19353930 [TBL] [Abstract][Full Text] [Related]