Published in J Exp Psychol Gen on August 01, 2009
Eyes wide open: enhanced pupil dilation when selectively studying important information. Exp Brain Res (2013) 0.86
Self-regulated learning in younger and older adults: does aging affect metacognitive control? Neuropsychol Dev Cogn B Aging Neuropsychol Cogn (2009) 0.85
The development of memory efficiency and value-directed remembering across the life span: a cross-sectional study of memory and selectivity. Dev Psychol (2011) 0.85
People's study time allocation and its relation to animal foraging. Behav Processes (2009) 0.84
Ending on a high note: adding a better end to effortful study. J Exp Psychol Learn Mem Cogn (2010) 0.75
Conflict and metacognitive control: the mismatch-monitoring hypothesis of how others' knowledge states affect recall. Memory (2015) 0.75
Out of Lust or Jealousy: The Effects of Mate-Related Motives on Study-Time Allocation to Faces Varying in Attractiveness. PLoS One (2015) 0.75
Allocation of Study Time in Chinese Junior School Students: Habitual Responding, Item Difficulty, and Time Constraints. Front Psychol (2016) 0.75
When enough is not enough: Information overload and metacognitive decisions to stop studying information. J Exp Psychol Learn Mem Cogn (2015) 0.75
Age-related associative memory deficits in value-based remembering: The contribution of agenda-based regulation and strategy use. Psychol Aging (2015) 0.75
A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front Psychol (2017) 0.75
Free Recall Test Experience Potentiates Strategy-Driven Effects of Value on Memory. J Exp Psychol Learn Mem Cogn (2017) 0.75
Metacognitive monitoring and control in visual change detection: Implications for situation awareness and cognitive control. PLoS One (2017) 0.75
Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol (2012) 1.54
Encoding fluency is a cue used for judgments about learning. J Exp Psychol Learn Mem Cogn (2003) 1.23
Aging and monitoring associative learning: is monitoring accuracy spared or impaired? Psychol Aging (2002) 1.12
Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough? J Exp Psychol Gen (2011) 1.11
Does retrieval fluency contribute to the underconfidence-with-practice effect? J Exp Psychol Learn Mem Cogn (2005) 1.05
Age-related equivalence and deficit in knowledge updating of cue effectiveness. Psychol Aging (2002) 0.99
Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging. Mem Cognit (2011) 0.99
Episodic feeling-of-knowing resolution derives from the quality of original encoding. Mem Cognit (2010) 0.97
Age-related differences in strategy knowledge updating: blocked testing produces greater improvements in metacognitive accuracy for younger than older adults. Neuropsychol Dev Cogn B Aging Neuropsychol Cogn (2008) 0.97
Study strategies of college students: are self-testing and scheduling related to achievement? Psychon Bull Rev (2012) 0.97
Aging, encoding fluency, and metacognitive monitoring. Neuropsychol Dev Cogn B Aging Neuropsychol Cogn (2006) 0.96
Why do people show minimal knowledge updating with task experience: inferential deficit or experimental artifact? Q J Exp Psychol (Hove) (2008) 0.94
Why does working memory span predict complex cognition? Testing the strategy affordance hypothesis. Mem Cognit (2008) 0.94
Age differences in the monitoring of learning: cross-sectional evidence of spared resolution across the adult life span. Dev Psychol (2010) 0.92
Insufficient antiretroviral therapy in pregnancy: missed opportunities for prevention of mother-to-child transmission of HIV in Europe. Antivir Ther (2011) 0.92
How Is Knowledge Generated About Memory Encoding Strategy Effectiveness? Learn Individ Differ (2008) 0.91
A revised methodology for research on metamemory: Pre-judgment Recall and Monitoring (PRAM). Psychol Methods (2004) 0.87
General knowledge monitoring as a predictor of in-class exam performance. Br J Educ Psychol (2011) 0.86
When do learners shift from habitual to agenda-based processes when selecting items for study? Mem Cognit (2013) 0.85
Self-regulated learning in younger and older adults: does aging affect metacognitive control? Neuropsychol Dev Cogn B Aging Neuropsychol Cogn (2009) 0.85
The effects of categorical relatedness on judgements of learning (JOLs). Memory (2006) 0.85
General knowledge norms: updated and expanded from the Nelson and Narens (1980) norms. Behav Res Methods (2013) 0.84
Does differential strategy use account for age-related deficits in working-memory performance? Psychol Aging (2009) 0.84
Habitual reading biases in the allocation of study time. Psychon Bull Rev (2011) 0.83
Self-regulated learning of a natural category: do people interleave or block exemplars during study? Psychon Bull Rev (2013) 0.82
Does task affordance moderate age-related deficits in strategy production? Neuropsychol Dev Cogn B Aging Neuropsychol Cogn (2010) 0.82
Promoting transfer in memory training for older adults. Aging Clin Exp Res (2009) 0.82
Influences of metamemory on performance predictions for text. Q J Exp Psychol A (2002) 0.82
Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning. Psychon Bull Rev (2013) 0.82
Understanding the delayed-keyword effect on metacomprehension accuracy. J Exp Psychol Learn Mem Cogn (2005) 0.81
Older adults show deficits in retrieving and decoding associative mediators generated at study. Dev Psychol (2012) 0.81
Distinctive processing underlies skilled memory. Psychol Sci (2005) 0.80
Persistent overconfidence despite practice: the role of task experience in preschoolers' recall predictions. J Exp Child Psychol (2008) 0.80
Recalled aspects of original encoding strategies influence episodic feelings of knowing. Mem Cognit (2014) 0.80
Toward an understanding of students' allocation of study time: why do they decide to mass or space their practice? Mem Cognit (2010) 0.80
Metacognitive training at home: does it improve older adults' learning? Gerontology (2009) 0.79
Preschoolers can make highly accurate judgments of learning. Dev Psychol (2012) 0.79
The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting. Mem Cognit (2011) 0.79
Age differences in the effects of experimenter-instructed versus self-generated strategy use. Exp Aging Res (2012) 0.79
Contribution of strategy use to performance on complex and simple span tasks. Mem Cognit (2011) 0.78
Can older adults accurately judge their learning of emotional information? Psychol Aging (2012) 0.78
Does strategy training reduce age-related deficits in working memory? Gerontology (2014) 0.78
Are performance predictions for text based on ease of processing? J Exp Psychol Learn Mem Cogn (2002) 0.77
Relearning attenuates the benefits and costs of spacing. J Exp Psychol Gen (2012) 0.77
The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer. J Exp Psychol Appl (2013) 0.76
Introduction to the special section on integrative approaches to source memory. J Exp Psychol Learn Mem Cogn (2008) 0.76
How Accurately Can Older Adults Evaluate the Quality of Their Text Recall? The Effect of Providing Standards on Judgment Accuracy. Appl Cogn Psychol (2009) 0.75
Evaluation of the anxiolytic and antidepressant effects of asiatic acid, a compound from Gotu kola or Centella asiatica, in the male Sprague Dawley rat. AANA J (2015) 0.75
Metacomprehension judgements reflect the belief that diagrams improve learning from text. Memory (2010) 0.75
The contribution of judgment scale to the unskilled-and-unaware phenomenon: how evaluating others can exaggerate over- (and under-) confidence. Mem Cognit (2014) 0.75
Using standards to improve middle school students' accuracy at evaluating the quality of their recall. J Exp Psychol Appl (2009) 0.75
How do students improve their value-based learning with task experience? Memory (2014) 0.75
Do older adults show less confidence in their monitoring of learning? Exp Aging Res (2008) 0.75
Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects. Psychon Bull Rev (2006) 0.75
Why is knowledge updating after task experience incomplete? Contributions of encoding experience, scaling artifact, and inferential deficit. Mem Cognit (2015) 0.75
Content-embedded tasks beat complex span for predicting comprehension. Behav Res Methods (2011) 0.75
Does ADHD in adults affect the relative accuracy of metamemory judgments? J Atten Disord (2006) 0.75
Accurate monitoring leads to effective control and greater learning of patient education materials. J Exp Psychol Appl (2011) 0.75
Isolating metamemory deficits in the self-regulated learning of adults with ADHD. J Atten Disord (2011) 0.75