Journal of Cognitive Psychology, Volume 19, Issue 4-5 (2007)

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European Journal of Cognitive Psychology, Volume 19, Issue 4-5 (2007)

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Bridging Cognitive Science and Education: Learning, Memory, and Metacognition

Original Articles

Article
Introduction: A metacognition bridge
Lisa K. Son
Pages: 481-493
Published online: 02 Jul 2007
First Page PreviewforIntroduction: A metacognition bridge | Full Text | References | PDF (82.9 KB)
  • 489 Views
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Article
Testing the testing effect in the classroom
Mark A. McDaniel, Janis L. Anderson, Mary H. Derbish & Nova Morrisette
Pages: 494-513
Published online: 02 Jul 2007
AbstractforTesting the testing effect in the classroom | Full Text | References | PDF (107.4 KB)
  • 13030 Views
  • 320 CrossRef citations
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Article
Testing improves long-term retention in a simulated classroom setting
Andrew C. Butler & Henry L. Roediger III
Pages: 514-527
Published online: 02 Jul 2007
AbstractforTesting improves long-term retention in a simulated classroom setting | Full Text | References | PDF (112.6 KB)
  • 5731 Views
  • 251 CrossRef citations
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Article
Test format and corrective feedback modify the effect of testing on long-term retention
Sean H. K. Kang, Kathleen B. McDermott & Henry L. Roediger III
Pages: 528-558
Published online: 02 Jul 2007
AbstractforTest format and corrective feedback modify the effect of testing on long-term retention | Full Text | References | PDF (323.4 KB)
  • 5583 Views
  • 305 CrossRef citations
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Article
Improving students’ self-evaluation of learning for key concepts in textbook materials
Katherine A. Rawson & John Dunlosky
Pages: 559-579
Published online: 02 Jul 2007
AbstractforImproving students’ self-evaluation of learning for key concepts in textbook materials | Full Text | References | PDF (177.3 KB)
  • 1064 Views
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Article
Retrieval-induced forgetting in educational contexts: Monitoring, expertise, text integration, and test format
Marie Carroll, Jonathan Campbell-Ratcliffe, Hannah Murnane & Timothy Perfect
Pages: 580-606
Published online: 02 Jul 2007
AbstractforRetrieval-induced forgetting in educational contexts: Monitoring, expertise, text integration, and test format | Full Text | References | PDF (139.6 KB)
  • 1129 Views
  • 51 CrossRef citations
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Article
The effects of selective attention on perceptual priming and explicit recognition in children with attention deficit and normal children
Soledad Ballesteros, José M. Reales & Beatriz García
Pages: 607-627
Published online: 02 Jul 2007
AbstractforThe effects of selective attention on perceptual priming and explicit recognition in children with attention deficit and normal children | Full Text | References | PDF (231.8 KB)
  • 189 Views
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Article
Strategic knowledge and consistency in students with good and poor study skills
Chiara Meneghetti, Rossana De Beni & Cesare Cornoldi
Pages: 628-649
Published online: 02 Jul 2007
AbstractforStrategic knowledge and consistency in students with good and poor study skills | Full Text | References | PDF (121 KB)
  • 908 Views
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Article
The role of test anxiety in absolute and relative metacomprehension accuracy
Michael T. Miesner & Ruth H. Maki
Pages: 650-670
Published online: 02 Jul 2007
AbstractforThe role of test anxiety in absolute and relative metacomprehension accuracy | Full Text | References | PDF (114.4 KB)
  • 434 Views
  • 24 CrossRef citations
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Article
Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise
Anique B. H. de Bruin, Remy M. J. P. Rikers & Henk G. Schmidt
Pages: 671-688
Published online: 02 Jul 2007
AbstractforImproving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise | Full Text | References | PDF (142.1 KB)
  • 499 Views
  • 17 CrossRef citations
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Article
Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy
William L. Kelemen, Robert G. Winningham & Charles A. Weaver III
Pages: 689-717
Published online: 02 Jul 2007
AbstractforRepeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy | Full Text | References | PDF (177.3 KB)
  • 417 Views
  • 33 CrossRef citations
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Article
How many questions should I answer? Using bias profiles to estimate optimal bias and maximum score on formula-scored tests
Philip A. Higham & Michelle M. Arnold
Pages: 718-742
Published online: 02 Jul 2007
AbstractforHow many questions should I answer? Using bias profiles to estimate optimal bias and maximum score on formula-scored tests | Full Text | References | PDF (191.5 KB)
  • 201 Views
  • 17 CrossRef citations
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Article
A cognitive-science based programme to enhance study efficacy in a high and low risk setting
Janet Metcalfe, Nate Kornell & Lisa K. Son
Pages: 743-768
Published online: 02 Jul 2007
AbstractforA cognitive-science based programme to enhance study efficacy in a high and low risk setting | Full Text | References | PDF (142.1 KB)
  • 515 Views
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