How do learners make decisions about how, what, and when to study, and why are their
decisions sometimes ineffective for learning? In three studies, learners experienced a pair of …

The computational model of school achievement represents a novel approach to theorizing
school achievement, conceptualizing educational interventions as modifications to students' …

Older adults often face memory deficits in binding unrelated items. However, in situations
such as preparing for foreign travel, a learner may be highly motivated to learn the …

The existing literature on study time allocation has primarily focused on how people regulate
their study time allocation across different items and conditions. However, these studies …

Metacognition involves the understanding and awareness of one's cognitive processes, and
responsible remembering is the notion that people strategically focus on and remember …

The ability to selectively focus on and remember important information, referred to as value-
directed remembering, may be crucial for effective memory functioning. In the present study …

In self-paced learning, when the regulation of study effort is goal driven (eg, allocated to
different items according to their relative importance), judgments of learning (JOLs) increase …

Adaptive memory refers to the memory advantage for information processed in a survival
and/or reproduction context while metacognition involves the awareness of what we can …

We are frequently exposed to situations where we need to remember important information
when our attentional resources are divided; however, it was previously unclear how divided …

Value-based remembering in free-recall tasks may be spared from the typical age-related
cognitive decline observed for episodic memory. However, it is unclear whether value-based …