The role of metacognitive experience: Can feedback training affect kindergarteners'monitoring accuracy? [0.03%]
元认知体验的作用：反馈训练能否影响幼儿的监控准确性？
Kristin Kolloff,Ebru Ger,Claudia M Roebers
Kristin Kolloff
This study explored the effects of metacognitive training on 6-year-old kindergarteners, focusing on (a) enhancing metacognitive monitoring accuracy through feedback, and (b) examining whether children use choice latency as a valid cue for ...
Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy [0.03%]
课堂中的元认知错误：过去表现的变异性在考试预测准确性中的作用
Lisa Geraci,Nayantara Kurpad,Robert Tirso et al.
Lisa Geraci et al.
Students often make incorrect predictions about their exam performance, with the lowest-performing students showing the greatest inaccuracies in their predictions. The reasons why low-performing students make inaccurate predictions are not ...
Jaclyn Broadbent,E Panadero,J M Lodge et al.
Jaclyn Broadbent et al.
The Self-Regulation for Learning Online (SRL-O) questionnaire was developed to encompass the breadth of motivational beliefs and learning strategies that are often used in online and/or blended learning contexts. No current measure meets al...
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory? [0.03%]
补救源监控中的元记忆期望错觉：对再学习选择和来源记忆有影响吗？
Marie Luisa Schaper,Ute J Bayen,Carolin V Hey
Marie Luisa Schaper
Metamemory monitoring, study behavior, and memory are presumably causally connected. When people misjudge their memory, their study behavior should be biased accordingly. Remedying metamemory illusions should debias study behavior and impro...
Confidence in COVID problem solving: What factors predict adults' item-level metacognitive judgments on health-related math problems before and after an educational intervention? [0.03%]
关于COVID问题解决的信心：哪些因素预测了成年人在教育干预前后的健康相关数学问题的元认知判断？
Daniel A Scheibe,Charles J Fitzsimmons,Marta K Mielicki et al.
Daniel A Scheibe et al.
The advent of COVID-19 highlighted widespread misconceptions regarding people's accuracy in interpreting quantitative health information. How do people judge whether they accurately answered health-related math problems? Which individual di...
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments [0.03%]
记忆判断引起的反应性不仅仅是因为记忆预测：联想记忆和频率判断的证据
Nicholas P Maxwell,Mark J Huff
Nicholas P Maxwell
Research has shown that judgments of learning (JOLs) often produce a reactive effect on the learning of cue-target pairs in which target recall differs between participants who provide item-based JOLs at study versus those who do not. Posit...
Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect [0.03%]
学习判断与记忆之间相互作用的元分析：文字大小效应
Minyu Chang,Charles J Brainerd
Minyu Chang
The font size effect is a metamemory illusion in which larger-font items produce higher judgments of learning (JOLs) but not better memory, relative to smaller-font items. We conducted meta-analyses to determine what is currently known abou...
Comparing metacognitive monitoring between native and non-native speaking primary school students [0.03%]
母语和非母语小学生元认知监控的比较研究
Florian J Buehler,Mariëtte H van Loon,Natalie S Bayard et al.
Florian J Buehler et al.
Metacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We co...
Connecting teachers' classroom instructions with children's metacognition and learning in elementary school [0.03%]
小学教师课堂指导与儿童元认知和学习的关系研究
Mariëtte H van Loon,Natalie S Bayard,Martina Steiner et al.
Mariëtte H van Loon et al.
Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition an...
Introduction to special issue mind the gap between research and practice in the area of teachers' support of metacognition and SRL [0.03%]
特刊介绍：研究与实践中关于教师对元认知和SRL支持的差距问题
Charlotte Dignath,Zemira Mevarech
Charlotte Dignath