Metacognitive monitoring refers to how people evaluate their cognitive performance. An
extensive literature examines how accurately individuals engage in monitoring. The …

Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but
students use this tool ineffectively when regulating their learning. The current experiments …

Students often are overconfident when they predict their performance on classroom
examinations, and their accuracy often does not improve across exams. One contributor to …

The cue-utilization view to judgments of learning (JOLs) assumes that both ease of
processing during study and people's beliefs about memory may contribute to people's …

Studies have demonstrated that perceptual fluency—the ease of perceiving stimuli—does
not contribute to higher predictions of future memory performance (judgments of learning; …

People base judgements about their own memory processes on probabilistic cues such as
the characteristics of study materials and study conditions. While research has largely …

Judgments of learning (JOLs) are higher for identical pairs (dog–dog) than for related pairs
(dog–cat). This identical effect may be mediated (a) by processing fluency (ie, identical pairs …

Research on metamemory focuses on a core set of issues that pertain to people's beliefs
about memory, their monitoring of memory, and their control of memory. To address these …

Evidence shows that the font size of study items significantly influences judgments of
learning (JOLs) and that people's JOLs are generally higher for larger words than for smaller …

Prior knowledge is often strongly related to students' learning. In the present research, we
explored the relationship between prior knowledge and the accuracy of students' predictive …