Information Technology Reference
In-Depth Information
Nelson, T. O., Dunlosky, J., Graf, A., & Narens, L. (1994). Utilization of metacognitive judgments
in the allocation of study during multitrial learning.
Psychological Science
,
5
, 207-213.
Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the “labor-
in-vain effect”.
Journal of Experimental Psychology: Learning, Memory, and Cognition
,
14
,
676-686.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In
G. H. Bower (Ed.),
The psychology of learning and motivation
(Vol. 26, pp. 125-141). New
York: Academic Press.
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe, & A. P.
Shimamura (Eds.),
Metacognition: Knowing about knowing
(pp. 1-25). Cambridge, MA: The
MIT Press.
Nickerson, R. S. (1984). Retrieval inhibition from part-set cuing: A persisting enigma in memory
research.
Memory & cognition
,
12
(6), 531-552.
Postma, A. (1999). The influence of decision criteria upon remembering and knowing in
recognition memory.
Acta Psychologica
,
103
(1-2), 65-76.
Postman, L. (1964). Studies of learning to learn: II. Changes in transfer as a function of practice.
Journal of Verbal Learning & Verbal Behavior
,
3
(5), 437-447.
Reder, L. M. (1987). Strategy selection in question answering.
Cognitive Psychology
,
19
, 90-138.
Rhodes, M. G., & Castel, A. D. (2008). Metacognition and part-set cuing: Can interference be
predicted at retrieval?
Memory & Cognition
,
36
, 1429-1438.
Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive tutor: Applied
research in mathematics education.
Psychonomic Bulletin & Review
,
14
(2), 249-255.
Roediger, H. L., III. (1980). The effectiveness of four mnemonics in ordering recall.
Journal of
Experimental Psychology: Human Learning & Memory
,
6
(5), 558-567.
Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Can help seeking be tutored?
Searching for the secret sauce of metacognitive tutoring. In R. Luckin, K. Koedinger, & J.
Greer (Eds.),
Proceedings of the 13th International Conference on Artificial Intelligence in
Education, AIED 2007
(pp. 203-210). Amsterdam, the Netherlands: IOS Press.
Rotello, C. M., & Macmillan, N. A. (2008). Response bias in recognition memory. In A. S.
Benjamin & B. H. Ross (Eds.),
The Psychology of Learning and Motivation: Skill and Strategy
in Memory Use
(Vol. 48, pp. 61-94). London: Academic Press.
Schwartz, B. L., &Metcalfe, J. (1994). Methodological problems and pitfalls in the study of human
metacognition. In J. Metcalfe & A. Shimamura (Eds.),
Metacognition: Knowing about knowing
(pp. 93-114). Cambridge, MA: MIT Press.
Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. In D. Hacker,
J. Dunlosky, & A. Graesser (Eds.),
Handbook of Metacognition and Education
(pp. 278-298).
New York, NY: Routledge.
Simon, H. A. (1957).
Models of man: Social and rational
.NewYork:Wiley.
Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon.
Journal
of Experimental Psychology: Human Learning & Memory
,
4
, 592-604.
Smith, S. M. (1979). Remembering in and out of context.
Journal of Experimental Psychology:
Human Learning and Memory
,
5
(5), 460-471.
Son, L. K. (2004). Spacing one's study: Evidence for a metacognitive control strategy.
Journal of
Experimental Psychology: Learning, Memory, and Cognition
,
30
, 601-604.
Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation.
Journal of Experimental Psychology: Learning, Memory, and Cognition
,
26
, 204-221.
Son, L. K., & Sethi, R. (2006). Metacognitive control and optimal learning.
Cognitive Science
,
30
,
759-774.
Stretch, V., & Wixted, J. T. (1998). On the difference between strength-based and frequency-based
mirror effects in recognition memory.
Journal of Experimental Psychology: Learning, Memory,
and Cognition
,
24
, 1379-1396.
Surber, J. R. (1983). The influence of decision factors on what is reported in free recall of a brief
narrative.
Contemporary Educational Psychology
,
8
(2), 119-126.