| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect
|
Chang, Minyu
|
|
|
17 |
2 |
p. 443-476
|
article
|
| 2 |
Correction to: Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect
|
Chang, Minyu
|
|
|
17 |
2 |
p. 477-478
|
article
|
| 3 |
Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples
|
Froese, Linda
|
|
|
17 |
2 |
p. 565-588
|
article
|
| 4 |
Extending a model of homework: a multilevel analysis with Chinese middle school students
|
Xu, Jianzhong
|
|
|
17 |
2 |
p. 531-563
|
article
|
| 5 |
How beliefs explain the effect of achievement goals on judgments of learning
|
Ikeda, Kenji
|
|
|
17 |
2 |
p. 499-530
|
article
|
| 6 |
I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts
|
Guerrero, Tricia A.
|
|
|
17 |
2 |
p. 337-373
|
article
|
| 7 |
Measures of relative metacognitive accuracy are confounded with task performance in tasks that permit guessing
|
Vuorre, Matti
|
|
|
17 |
2 |
p. 269-291
|
article
|
| 8 |
Meta-creativity: what is it and how does it relate to creativity?
|
Mevarech, Zemira R.
|
|
|
17 |
2 |
p. 427-441
|
article
|
| 9 |
Perceptually fluent features of study words do not inflate judgements of learning: evidence from font size, highlights, and Sans Forgetica font type
|
Maxwell, Nicholas P.
|
|
|
17 |
2 |
p. 293-319
|
article
|
| 10 |
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments
|
Maxwell, Nicholas P.
|
|
|
17 |
2 |
p. 589-625
|
article
|
| 11 |
Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time
|
Hu, Xiao
|
|
|
17 |
2 |
p. 651-681
|
article
|
| 12 |
Reverse-correlation reveals internal error-corrections during information-seeking
|
Weise, Lorenz
|
|
|
17 |
2 |
p. 321-335
|
article
|
| 13 |
Rubrics enhance accuracy and reduce cognitive load in self-assessment
|
Krebs, Rebecca
|
|
|
17 |
2 |
p. 627-650
|
article
|
| 14 |
Supporting strategic and meta-strategic development of argument skill: the role of reflection
|
Iordanou, Kalypso
|
|
|
17 |
2 |
p. 399-425
|
article
|
| 15 |
Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy
|
Naujoks, Nick
|
|
|
17 |
2 |
p. 479-498
|
article
|
| 16 |
The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring
|
Kubik, Veit
|
|
|
17 |
2 |
p. 375-398
|
article
|
Journal description