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Pre-service and In-service Teachers' Metacognitive Knowledge of Learning Strategies

Frontiers in psychology, 2018-11, Vol.9, p.2152-2152

Halamish, Vered

2018

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Free-recall retrieval practice tasks for students with ADHD: whole-text versus section recall

Frontiers in psychology, 2023-11, Vol.14, p.1301726-1301726

2023

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The effect of font size on reading comprehension on second and fifth grade children: bigger is not always better

PloS one, 2013-09, Vol.8 (9), p.e74061-e74061

2013

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Can very small font size enhance memory?

Memory & cognition, 2018-08, Vol.46 (6), p.979-993

Halamish, Vered

2018

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The Effect of Font Size on Children's Memory and Metamemory

Frontiers in psychology, 2018-08, Vol.9, p.1577-1577

2018

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Monitoring One's Own Forgetting in Younger and Older Adults

Psychology and aging, 2011-09, Vol.26 (3), p.631-635

2011

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Children's reading comprehension and metacomprehension on screen versus on paper

Computers and education, 2020-02, Vol.145, p.103737, Article 103737

2020

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Why Do Judgments of Learning Modify Memory? Evidence From Identical Pairs and Relatedness Judgments

Journal of experimental psychology. Learning, memory, and cognition, 2023-04, Vol.49 (4), p.547-556

2023

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Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect

Computers and education, 2022-12, Vol.190, p.104606, Article 104606

2022

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Motivation-based selective encoding and retrieval

Memory & cognition, 2022-05, Vol.50 (4), p.736-750

2022

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How much information to sample before making a decision? It's a matter of psychological distance

Journal of experimental social psychology, 2017-07, Vol.71, p.111-116

2017

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Accuracy, Causes, and Consequences of Monitoring One's Own Learning and Memory

Zeitschrift für Psychologie, 2021-04, Vol.229 (2), p.87-88

2021

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Do Learners Spontaneously Monitor Their Memory?: The Gap Between Educational-Developmental and Cognitive-Experimental Research

Zeitschrift für Psychologie, 2020-10, Vol.228 (4), p.304-305

2020

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New Methods and Questions in Metamemory Research

Zeitschrift für Psychologie, 2020-10, Vol.228 (4), p.231-232

2020

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Doubly Blessed: Older Adults Know More Vocabulary and Know Better What They Know

Psychology and aging, 2015-03, Vol.30 (1), p.68-73

2015

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When Does Testing Enhance Retention? A Distribution-Based Interpretation of Retrieval as a Memory Modifier

Journal of experimental psychology. Learning, memory, and cognition, 2011-07, Vol.37 (4), p.801-812

2011

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Motivation to Learn: The Long-Term Mnemonic Benefit of Curiosity in Intentional Learning

Experimental psychology, 2019-09, Vol.66 (5), p.319-330

2019

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Judgments of Learning as Memory Modifiers

Journal of experimental psychology. Learning, memory, and cognition, 2015-03, Vol.41 (2), p.553-558

2015

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Advances in Metamemory Research: A Topical Issue of the Zeitschrift für Psychologie

Zeitschrift für Psychologie, 2019-04, Vol.227 (2), p.162-162

2019

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The antecedents and consequences of a beyond-choice view of decision situations: A construal level theory perspective

Acta psychologica, 2017-02, Vol.173, p.41-45

2017

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Source-Constrained Recall: Front-End and Back-End Control of Retrieval Quality

Journal of experimental psychology. Learning, memory, and cognition, 2012, Vol.38 (1), p.1-15

2012

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How evaluating memorability can lead to Unintended Consequences

Metacognition and learning, 2023-08, Vol.18 (2), p.375-403

2023

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Motivation to Learn

Experimental psychology, 2019-09, Vol.66 (5), p.319-330

2019

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In a Year, Memory Will Benefit from Learning, Tomorrow It Won't: Distance and Construal Level Effects on the Basis of Metamemory Judgments

Journal of experimental psychology. Learning, memory, and cognition, 2013-09, Vol.39 (5), p.1621-1627

2013

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Do Students Think That Difficult or Valuable Materials Should Be Restudied Sooner Rather Than Later?

Journal of experimental psychology. Learning, memory, and cognition, 2013-11, Vol.39 (6), p.1682-1696

2013

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Pre-service and In-service Teachers' Metacognitive Knowledge of Learning Strategies

Free-recall retrieval practice tasks for students with ADHD: whole-text versus section recall

The effect of font size on reading comprehension on second and fifth grade children: bigger is not always better

Can very small font size enhance memory?

The Effect of Font Size on Children's Memory and Metamemory

Monitoring One's Own Forgetting in Younger and Older Adults

Children's reading comprehension and metacomprehension on screen versus on paper

Why Do Judgments of Learning Modify Memory? Evidence From Identical Pairs and Relatedness Judgments

Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect

Motivation-based selective encoding and retrieval

How much information to sample before making a decision? It's a matter of psychological distance

Accuracy, Causes, and Consequences of Monitoring One's Own Learning and Memory

Do Learners Spontaneously Monitor Their Memory?: The Gap Between Educational-Developmental and Cognitive-Experimental Research

New Methods and Questions in Metamemory Research

Doubly Blessed: Older Adults Know More Vocabulary and Know Better What They Know

When Does Testing Enhance Retention? A Distribution-Based Interpretation of Retrieval as a Memory Modifier

Motivation to Learn: The Long-Term Mnemonic Benefit of Curiosity in Intentional Learning

Judgments of Learning as Memory Modifiers

Advances in Metamemory Research: A Topical Issue of the Zeitschrift für Psychologie

The antecedents and consequences of a beyond-choice view of decision situations: A construal level theory perspective

Source-Constrained Recall: Front-End and Back-End Control of Retrieval Quality

How evaluating memorability can lead to Unintended Consequences

Motivation to Learn

In a Year, Memory Will Benefit from Learning, Tomorrow It Won't: Distance and Construal Level Effects on the Basis of Metamemory Judgments

Do Students Think That Difficult or Valuable Materials Should Be Restudied Sooner Rather Than Later?

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