BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

120 related articles for article (PubMed ID: 35283609)

  • 1. Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?
    Badali S; Rawson KA; Dunlosky J
    Educ Psychol Rev; 2022; 34(3):1651-1677. PubMed ID: 35283609
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Repeated retrieval practice and item difficulty: does criterion learning eliminate item difficulty effects?
    Vaughn KE; Rawson KA; Pyc MA
    Psychon Bull Rev; 2013 Dec; 20(6):1239-45. PubMed ID: 23589200
    [TBL] [Abstract][Full Text] [Related]  

  • 3. How do Students Regulate Their Use of Multiple Choice Practice Tests?
    Badali S; Rawson KA; Dunlosky J
    Educ Psychol Rev; 2023; 35(2):43. PubMed ID: 37013110
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Does Item Difficulty Affect the Magnitude of the Retrieval Practice Effect? An Evaluation of the Retrieval Effort Hypothesis.
    Lima MFR; VenĂ¢ncio S; Feminella J; Buratto LG
    Span J Psychol; 2020 Aug; 23():e31. PubMed ID: 32772963
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Metacognitive control in self-regulated learning: Conditions affecting the choice of restudying versus retrieval practice.
    Toppino TC; LaVan MH; Iaconelli RT
    Mem Cognit; 2018 Oct; 46(7):1164-1177. PubMed ID: 29845590
    [TBL] [Abstract][Full Text] [Related]  

  • 6. The benefits of retrieval practice depend on item difficulty and intelligence.
    Minear M; Coane JH; Boland SC; Cooney LH; Albat M
    J Exp Psychol Learn Mem Cogn; 2018 Sep; 44(9):1474-1486. PubMed ID: 29648873
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Are undergraduate examinees' perceptions of item difficulty related to item characteristics?
    Morse DT; Morse LW
    Percept Mot Skills; 2002 Dec; 95(3 Pt 2):1281-6. PubMed ID: 12578272
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.
    Dunlosky J; Rawson KA; Marsh EJ; Nathan MJ; Willingham DT
    Psychol Sci Public Interest; 2013 Jan; 14(1):4-58. PubMed ID: 26173288
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Toward an understanding of students' allocation of study time: why do they decide to mass or space their practice?
    Pyc MA; Dunlosky J
    Mem Cognit; 2010 Jun; 38(4):431-40. PubMed ID: 20516223
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Metacognitive control and strategy selection: deciding to practice retrieval during learning.
    Karpicke JD
    J Exp Psychol Gen; 2009 Nov; 138(4):469-86. PubMed ID: 19883131
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Influences on medical students' self-regulated learning after test completion.
    Agrawal S; Norman GR; Eva KW
    Med Educ; 2012 Mar; 46(3):326-35. PubMed ID: 22324532
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Improving self-regulated learning with a retrieval practice intervention.
    Ariel R; Karpicke JD
    J Exp Psychol Appl; 2018 Mar; 24(1):43-56. PubMed ID: 28604013
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Self-regulated learning in younger and older adults: does aging affect metacognitive control?
    Price J; Hertzog C; Dunlosky J
    Neuropsychol Dev Cogn B Aging Neuropsychol Cogn; 2010 May; 17(3):329-59. PubMed ID: 19866382
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Why do learners ignore expected feedback in making metacognitive decisions about retrieval practice?
    Toppino TC; Heslin KA; Curley TM; Jackiewicz MK; Flowers CS; Phelan HA
    Mem Cognit; 2021 Oct; 49(7):1423-1435. PubMed ID: 33770397
    [TBL] [Abstract][Full Text] [Related]  

  • 15. 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]  

  • 16. How task difficulty and academic self-efficacy impact retrieval practice guidance.
    Liao C; Zhang J
    Front Psychol; 2023; 14():1260084. PubMed ID: 38078244
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Metacognitive monitoring during criterion learning: when and why are judgments accurate?
    Pyc MA; Rawson KA; Aschenbrenner AJ
    Mem Cognit; 2014 Aug; 42(6):886-97. PubMed ID: 24643790
    [TBL] [Abstract][Full Text] [Related]  

  • 18. 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]  

  • 19. The learning ability paradox in adult metamemory research: where are the metamemory differences between good and poor learners?
    Cull WL; Zechmeister EB
    Mem Cognit; 1994 Mar; 22(2):249-57. PubMed ID: 8035701
    [TBL] [Abstract][Full Text] [Related]  

  • 20. 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]  

    [Next]    [New Search]
    of 6.