163 related articles for article (PubMed ID: 23135748)
1. When do learners shift from habitual to agenda-based processes when selecting items for study?
Ariel R; Dunlosky J
Mem Cognit; 2013 Apr; 41(3):416-28. PubMed ID: 23135748
[TBL] [Abstract][Full Text] [Related]
2. Metacognitive control: Shifting from habitual to agenda processes on item selection during study in elementary school children.
Li W; Ji H; Li F; Li P; Zhang Y; Li X
Br J Educ Psychol; 2016 Dec; 86(4):657-670. PubMed ID: 27739062
[TBL] [Abstract][Full Text] [Related]
3. Habitual reading biases in the allocation of study time.
Ariel R; Al-Harthy IS; Was CA; Dunlosky J
Psychon Bull Rev; 2011 Oct; 18(5):1015-21. PubMed ID: 21735331
[TBL] [Abstract][Full Text] [Related]
4. Effect of individual thinking styles on item selection during study time allocation.
Jia X; Li W; Cao L; Li P; Shi M; Wang J; Cao W; Li X
Int J Psychol; 2018 Apr; 53(2):83-91. PubMed ID: 26987560
[TBL] [Abstract][Full Text] [Related]
5. 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]
6. Agenda-based regulation of study-time allocation: when agendas override item-based monitoring.
Ariel R; Dunlosky J; Bailey H
J Exp Psychol Gen; 2009 Aug; 138(3):432-47. PubMed ID: 19653800
[TBL] [Abstract][Full Text] [Related]
7. Learning what to learn: the effects of task experience on strategy shifts in the allocation of study time.
Ariel R
J Exp Psychol Learn Mem Cogn; 2013 Nov; 39(6):1697-1711. PubMed ID: 23751010
[TBL] [Abstract][Full Text] [Related]
8. The influence of perceptual information on control processes involved in self-regulated learning: evidence from item selection.
Li F; Xie R; Li X; Li W
Psychon Bull Rev; 2015 Aug; 22(4):1007-13. PubMed ID: 25413682
[TBL] [Abstract][Full Text] [Related]
9. The Impact of Presentation Format on Younger and Older Adults' Self-Regulated Learning.
Price J
Exp Aging Res; 2017; 43(4):391-408. PubMed ID: 28718752
[TBL] [Abstract][Full Text] [Related]
10. Allocation of Study Time in Chinese Junior School Students: Habitual Responding, Item Difficulty, and Time Constraints.
Wang F; Qin Q; Jiang Y
Front Psychol; 2016; 7():639. PubMed ID: 27199865
[TBL] [Abstract][Full Text] [Related]
11. Metacognitive control and spaced practice: clarifying what people do and why.
Toppino TC; Cohen MS
J Exp Psychol Learn Mem Cogn; 2010 Nov; 36(6):1480-91. PubMed ID: 20822306
[TBL] [Abstract][Full Text] [Related]
12. Free recall test experience potentiates strategy-driven effects of value on memory.
Cohen MS; Rissman J; Hovhannisyan M; Castel AD; Knowlton BJ
J Exp Psychol Learn Mem Cogn; 2017 Oct; 43(10):1581-1601. PubMed ID: 28394160
[TBL] [Abstract][Full Text] [Related]
13. Multiple high-reward items can be prioritized in working memory but with greater vulnerability to interference.
Allen RJ; Ueno T
Atten Percept Psychophys; 2018 Oct; 80(7):1731-1743. PubMed ID: 29968084
[TBL] [Abstract][Full Text] [Related]
14. How do students improve their value-based learning with task experience?
DeLozier S; Dunlosky J
Memory; 2015; 23(6):928-42. PubMed ID: 25054773
[TBL] [Abstract][Full Text] [Related]
15. Children's agenda-based regulation: The effects of prior performance and reward on elementary school children's study choices.
Lipowski S; Ariel R; Tauber SK; Dunlosky J
J Exp Child Psychol; 2017 Dec; 164():55-67. PubMed ID: 28779700
[TBL] [Abstract][Full Text] [Related]
16. Selecting valuable information to remember: age-related differences and similarities in self-regulated learning.
Castel AD; Murayama K; Friedman MC; McGillivray S; Link I
Psychol Aging; 2013 Mar; 28(1):232-42. PubMed ID: 23276210
[TBL] [Abstract][Full Text] [Related]
17. The salience of a reward cue can outlast reward devaluation.
De Tommaso M; Mastropasqua T; Turatto M
Behav Neurosci; 2017 Jun; 131(3):226-234. PubMed ID: 28471221
[TBL] [Abstract][Full Text] [Related]
18. Beta-gamma oscillation reveals learning from unexpected reward in learners versus non-learners.
Wang J; Zhang J; Li P; Martens S; Luo Y
Neuropsychologia; 2019 Aug; 131():266-274. PubMed ID: 31173770
[TBL] [Abstract][Full Text] [Related]
19. The efficacy of learners' testing choices.
Tullis JG; Fiechter JL; Benjamin AS
J Exp Psychol Learn Mem Cogn; 2018 Apr; 44(4):540-552. PubMed ID: 29094989
[TBL] [Abstract][Full Text] [Related]
20. Winners and losers: Reward and punishment produce biases in temporal selection.
Le Pelley ME; Watson P; Pearson D; Abeywickrama RS; Most SB
J Exp Psychol Learn Mem Cogn; 2019 May; 45(5):822-833. PubMed ID: 29985032
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
