Improving students’ self-evaluation of learning for key concepts in textbook materials

References

• Baker , J. and Dunlosky , J. 2006 . Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects . Psychonomic Bulletin and Review , 13 : 60 – 65 .
   PubMed Web of Science ®Google Scholar
• Benjamin , A. S. , Bjork , R. A. and Schwartz , B. L. 1998 . The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index . Journal of Experimental Psychology: General , 127 : 55 – 68 .
   PubMed Web of Science ®Google Scholar
• Butler , A. C. and Roediger , H. L. III . 2007 . Testing improves long-term retention in a simulated classroom setting . European Journal of Cognitive Psychology , 19 : 514 – 527 .
   Web of Science ®Google Scholar
• Cull , W. L. 2000 . Untangling the benefits of multiple study opportunities and repeated testing for cued recall . Applied Cognitive Psychology , 14 : 215 – 235 .
   Web of Science ®Google Scholar
• Dunlosky , J. and Rawson , K. A. 2005 . Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect . Discourse Processes , 40 : 37 – 55 .
   Web of Science ®Google Scholar
• Dunlosky , J. , Rawson , K. A. and McDonald , S. L. 2002 . “ Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material ” . In Applied metacognition , Edited by: Perfect , T. and Schwartz , B. 68 – 92 . Cambridge, , UK : Cambridge University Press .
   Google Scholar
• Dunlosky , J. , Rawson , K. A. and Middleton , E. L. 2005 . What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses . Journal of Memory and Language , 52 : 551 – 565 .
   Web of Science ®Google Scholar
• Hacker , D. 1998 . “ Self-regulated comprehension during normal reading ” . In Metacognition in educational theory and practice , Edited by: Hacker , D. J. , Dunlosky , J. and Graesser , A. C. 165 – 191 . Hillsdale, NJ : Lawrence Erlbaum Associates, Inc .
   Google Scholar
• Howe , M. J. A. 1970 . Repeated presentation and recall of meaningful prose . Journal of Educational Psychology , 61 : 214 – 219 .
   Web of Science ®Google Scholar
• Johnson , H. M. and Seifert , C. M. 1994 . Sources of the continued influence effect: When misinformation in memory affects later inferences . Journal of Experimental Psychology: Learning, Memory, and Cognition , 20 : 1420 – 1436 .
   Web of Science ®Google Scholar
• Kang , S. H. K. , McDermott , K. B. and Roediger , H. L. III . 2007 . Test format and corrective feedback modify the effect of testing on long-term retention . European Journal of Cognitive Psychology , 19 : 528 – 558 .
   Web of Science ®Google Scholar
• Kelemen , W. L. 2000 . Metamemory cues and monitoring accuracy: Judging what you know and what you will know . Journal of Educational Psychology , 92 : 800 – 810 .
   Web of Science ®Google Scholar
• Kimball , D. R. and Metcalfe , J. 2003 . Delaying judgments of learning affects memory, not metamemory . Memory and Cognition , 31 : 918 – 929 .
   PubMed Web of Science ®Google Scholar
• Kintsch , W. 1988 . The role of knowledge in discourse comprehension: A construction-integration model . Psychological Review , 95 : 163 – 182 .
   PubMed Web of Science ®Google Scholar
• Kintsch , W. 1998 . Comprehension: A paradigm for cognition , Cambridge, , UK : Cambridge University Press .
   Google Scholar
• Koriat , A. 1993 . How do we know that we know? The accessibility model of the feeling of knowing . Psychological Review , 100 : 609 – 639 .
   PubMed Web of Science ®Google Scholar
• Maki , R. H. 1998 . “ Test predictions over text material ” . In Metacognition in educational theory and practice , Edited by: Hacker , D. J. , Dunlosky , J. and Graesser , A. C. 117 – 145 . Hillsdale, NJ : Lawrence Erlbaum Associates, Inc .
   Google Scholar
• Miesner , M. T. and Maki , R. H. 2007 . The role of test anxiety in absolute and relative metacomprehension accuracy . European Journal of Cognitive Psychology , 19 : 650 – 670 .
   Web of Science ®Google Scholar
• Morris , C. C. 1990 . Retrieval processes underlying confidence in comprehension judgments . Journal of Experimental Psychology: Learning, Memory, and Cognition , 16 : 223 – 232 .
   Web of Science ®Google Scholar
• Nelson , T. O. , Narens , L. and Dunlosky , J. 2004 . A revised method for research on metamemory: Pre-judgment recall and monitoring (PRAM) . Psychological Method , 9 : 53 – 69 .
   PubMed Web of Science ®Google Scholar
• Otero , J. and Kintsch , W. 1992 . Failures to detect contradictions in a text: What readers believe versus what they read . Psychological Science , 3 : 229 – 235 .
   Web of Science ®Google Scholar
• Pashler , H. , Cepeda , N. J. , Wixted , J. T. and Rohrer , D. 2005 . When does feedback facilitate learning of words? . Journal of Experimental Psychology: Learning, Memory, and Cognition , 31 : 3 – 8 .
   PubMed Web of Science ®Google Scholar
• Reder , L. M. and Ritter , F. E. 1992 . What determines initial feeling of knowing? Familiarity with question terms, not with the answer . Journal of Experimental Psychology: Learning, Memory, and Cognition , 18 : 435 – 451 .
   Web of Science ®Google Scholar
• Son , L. K. and Metcalfe , J. 2005 . Judgments of learning: Evidence for a two-stage process . Memory and Cognition , 33 : 1116 – 1129 .
   PubMed Web of Science ®Google Scholar
• Thiede , K. W. 1999 . The importance of monitoring and self-regulation during multi-trial learning . Psychonomic Bulletin and Review , 6 : 662 – 667 .
   PubMed Web of Science ®Google Scholar
• Thiede , K. W. , Anderson , M. C. M. and Therriault , D. 2003 . Accuracy of metacognitive monitoring affects learning of text . Journal of Educational Psychology , 95 : 66 – 73 .
   Web of Science ®Google Scholar
• Titsworth , B. S. and Kiewra , K. A. 2004 . Spoken organizational lecture cues and student notetaking as facilitators of student learning . Contemporary Educational Psychology , 29 : 447 – 461 .
   Web of Science ®Google Scholar
• Weaver , C. A. , Bryant , D. S. and Burns , K. D. 1995 . “ Comprehension monitoring: Extensions of the Kinstch and van Dijk model ” . In Discourse comprehension: Essays in honor of Walter Kintsch , Edited by: Weaver , C. A. , Mannes , S. and Fletcher , C. R. 177 – 193 . Hillsdale, NJ : Lawrence Erlbaum Associates, Inc .
   Google Scholar