9 found
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  1.  12
    Agenda-Based Regulation of Study-Time Allocation: When Agendas Override Item-Based Monitoring.Robert Ariel, John Dunlosky & Heather Bailey - 2009 - Journal of Experimental Psychology: General 138 (3):432-447.
  2.  5
    Using Standards to Improve Middle School Students’ Accuracy at Evaluating the Quality of Their Recall.Amanda R. Lipko, John Dunlosky, Marissa K. Hartwig, Katherine A. Rawson, Karen Swan & Dale Cook - 2009 - Journal of Experimental Psychology: Applied 15 (4):307-318.
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  3.  9
    Relearning Attenuates the Benefits and Costs of Spacing.Katherine A. Rawson & John Dunlosky - 2013 - Journal of Experimental Psychology: General 142 (4):1113-1129.
  4.  14
    The Importance of Training Strategy Adaptation: A Learner-Oriented Approach for Improving Older Adults' Memory and Transfer.Sara Bottiroli, Elena Cavallini, John Dunlosky, Tomaso Vecchi & Christopher Hertzog - 2013 - Journal of Experimental Psychology: Applied 19 (3):205.
  5.  25
    Investigating and Explaining the Effects of Successive Relearning on Long-Term Retention.Katherine A. Rawson, Kalif E. Vaughn, Matthew Walsh & John Dunlosky - 2018 - Journal of Experimental Psychology: Applied 24 (1):57-71.
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  6.  13
    Accurate Monitoring Leads to Effective Control and Greater Learning of Patient Education Materials.Katherine A. Rawson, Rochelle O'Neil & John Dunlosky - 2011 - Journal of Experimental Psychology: Applied 17 (3):288-302.
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  7.  15
    Cognition and Metacognition at Extreme Altitudes on Mount Everest.Thomas O. Nelson, John Dunlosky, David M. White, Jude Steinberg, Brenda D. Townes & Dennis Anderson - 1990 - Journal of Experimental Psychology: General 119 (4):367-374.
  8.  8
    Optimizing Schedules of Retrieval Practice for Durable and Efficient Learning: How Much is Enough?Katherine A. Rawson & John Dunlosky - 2011 - Journal of Experimental Psychology: General 140 (3):283-302.
  9. The Cambridge Handbook of Cognition and Education.John Dunlosky & Katherine A. Rawson (eds.) - 2019 - Cambridge University Press.
    This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence (...)
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