nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A cognitive-science based programme to enhance study efficacy in a high and low risk setting
|
Metcalfe, Janet |
|
2007 |
|
4-5 |
p. 743-768 |
artikel |
2 |
How many questions should I answer? Using bias profiles to estimate optimal bias and maximum score on formula-scored tests
|
Higham, Philip A. |
|
2007 |
|
4-5 |
p. 718-742 |
artikel |
3 |
Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise
|
de Bruin, Anique B. H. |
|
2007 |
|
4-5 |
p. 671-688 |
artikel |
4 |
Improving students' self-evaluation of learning for key concepts in textbook materials
|
Rawson, Katherine A. |
|
2007 |
|
4-5 |
p. 559-579 |
artikel |
5 |
Introduction: A metacognition bridge
|
Son, Lisa K. |
|
2007 |
|
4-5 |
p. 481-493 |
artikel |
6 |
Repeated testing sessions and scholastic aptitude in college students' metacognitive accuracy
|
Kelemen, William L. |
|
2007 |
|
4-5 |
p. 689-717 |
artikel |
7 |
Retrieval-induced forgetting in educational contexts: Monitoring, expertise, text integration, and test format
|
Carroll, Marie |
|
2007 |
|
4-5 |
p. 580-606 |
artikel |
8 |
Strategic knowledge and consistency in students with good and poor study skills
|
Meneghetti, Chiara |
|
2007 |
|
4-5 |
p. 628-649 |
artikel |
9 |
Test format and corrective feedback modify the effect of testing on long-term retention
|
Kang, Sean H. K. |
|
2007 |
|
4-5 |
p. 528-558 |
artikel |
10 |
Testing improves long-term retention in a simulated classroom setting
|
Butler, Andrew C. |
|
2007 |
|
4-5 |
p. 514-527 |
artikel |
11 |
Testing the testing effect in the classroom
|
McDaniel, Mark A. |
|
2007 |
|
4-5 |
p. 494-513 |
artikel |
12 |
The effects of selective attention on perceptual priming and explicit recognition in children with attention deficit and normal children
|
Ballesteros, Soledad |
|
2007 |
|
4-5 |
p. 607-627 |
artikel |
13 |
The role of test anxiety in absolute and relative metacomprehension accuracy
|
Miesner, Michael T. |
|
2007 |
|
4-5 |
p. 650-670 |
artikel |