199 related articles for article (PubMed ID: 29094989)
21. Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect.
Rivers ML
J Intell; 2023 Jul; 11(7):. PubMed ID: 37504790
[TBL] [Abstract][Full Text] [Related]
22. Metacognitive awareness of the pretesting effect improves with self-regulation support.
Pan SC; Rivers ML
Mem Cognit; 2023 Aug; 51(6):1461-1480. PubMed ID: 36637644
[TBL] [Abstract][Full Text] [Related]
23. Age-related differences in effectiveness of item restudy choices: the role of value.
Li P; Zhang Y; Li W; Li X
Neuropsychol Dev Cogn B Aging Neuropsychol Cogn; 2018 Jan; 25(1):122-131. PubMed ID: 27938313
[TBL] [Abstract][Full Text] [Related]
24. Metacognitive control and the spacing effect.
Son LK
J Exp Psychol Learn Mem Cogn; 2010 Jan; 36(1):255-62. PubMed ID: 20053063
[TBL] [Abstract][Full Text] [Related]
25. When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier.
Halamish V; Bjork RA
J Exp Psychol Learn Mem Cogn; 2011 Jul; 37(4):801-12. PubMed ID: 21480751
[TBL] [Abstract][Full Text] [Related]
26. Dividing attention impairs metacognitive control more than monitoring.
Peng Y; Tullis JG
Psychon Bull Rev; 2021 Dec; 28(6):2064-2074. PubMed ID: 34131889
[TBL] [Abstract][Full Text] [Related]
27. The testing effect in a social setting: Does retrieval practice benefit a listener?
Abel M; Roediger HL
J Exp Psychol Appl; 2018 Sep; 24(3):347-359. PubMed ID: 29172560
[TBL] [Abstract][Full Text] [Related]
28. The metamemory expectancy illusion in source monitoring affects metamemory control and memory.
Schaper ML; Bayen UJ
Cognition; 2021 Jan; 206():104468. PubMed ID: 33160240
[TBL] [Abstract][Full Text] [Related]
29. Metacognitive unawareness of the errorful generation benefit and its effects on self-regulated learning.
Yang C; Potts R; Shanks DR
J Exp Psychol Learn Mem Cogn; 2017 Jul; 43(7):1073-1092. PubMed ID: 28114778
[TBL] [Abstract][Full Text] [Related]
30. 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]
31. Do learners predict a shift from recency to primacy with delay?
Storm BC; Bjork RA
Mem Cognit; 2016 Nov; 44(8):1204-1214. PubMed ID: 27380499
[TBL] [Abstract][Full Text] [Related]
32. The anchoring effect in metamemory monitoring.
Yang C; Sun B; Shanks DR
Mem Cognit; 2018 Apr; 46(3):384-397. PubMed ID: 29164524
[TBL] [Abstract][Full Text] [Related]
33. Metacognitive control over the distribution of practice: when is spacing preferred?
Toppino TC; Cohen MS; Davis ML; Moors AC
J Exp Psychol Learn Mem Cogn; 2009 Sep; 35(5):1352-8. PubMed ID: 19686028
[TBL] [Abstract][Full Text] [Related]
34. Why is test-restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis.
Pyc MA; Rawson KA
J Exp Psychol Learn Mem Cogn; 2012 May; 38(3):737-46. PubMed ID: 22060276
[TBL] [Abstract][Full Text] [Related]
35. The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy.
Pei T; Suwanthep J; Lu H
Front Psychol; 2023; 14():1285059. PubMed ID: 38022949
[TBL] [Abstract][Full Text] [Related]
36. Test-potentiated learning: three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition.
Wissman KT; Rawson KA
Memory; 2018 Apr; 26(4):406-414. PubMed ID: 28691577
[TBL] [Abstract][Full Text] [Related]
37. The role of retrieval mode and retrieval orientation in retrieval practice: insights from comparing recognition memory testing formats and restudying.
Gao C; Rosburg T; Hou M; Li B; Xiao X; Guo C
Cogn Affect Behav Neurosci; 2016 Dec; 16(6):977-990. PubMed ID: 27469235
[TBL] [Abstract][Full Text] [Related]
38. The testing effect under divided attention.
Buchin ZL; Mulligan NW
J Exp Psychol Learn Mem Cogn; 2017 Dec; 43(12):1934-1947. PubMed ID: 28504527
[TBL] [Abstract][Full Text] [Related]
39. Repeated testing, item selection, and relearning: the benefits of testing outweigh the costs.
de Jonge M; Tabbers HK
Exp Psychol; 2013; 60(3):206-12. PubMed ID: 23422656
[TBL] [Abstract][Full Text] [Related]
40. When will bigger be (recalled) better? The influence of category size on JOLs depends on test format.
Hourihan KL; Tullis JG
Mem Cognit; 2015 Aug; 43(6):910-21. PubMed ID: 25758175
[TBL] [Abstract][Full Text] [Related]
[Previous] [Next] [New Search]
