Research has shown a bi-directional association between the (perceived) amount of
invested effort to learn or retrieve information (eg, time, mental effort) and metacognitive …

Curious information-seeking is known to be a key driver for learning, but characterizing this
important psychological phenomenon remains a challenge. In this article, we argue that …

Does metacognition, ie the capacity to form epistemic self-evaluations about one's current
cognitive performance, derive from a mindreading capacity, or does it rely, at least in part, on …

Metacognition is a complex construct which is fundamental to learning. Its complex, fuzzy
and multifaceted nature has often led to its colloquial application in research, resulting in …

The effects of aging on the cognitive and affective dimensions of theory of mind (ToM), and
on the latter's links with other cognitive processes, such as information processing speed …

We explore how students allocate their study time—both with regard to which materials they
select to study and how long they study them. A literature review revealed multiple outcomes …

Abstract The Nelson and Narens (Journal of Verbal Learning and Verbal Behavior 19: 338–
368, 1980) general knowledge norms have been valuable to researchers in many fields …

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 …

Metacognition is typically measured by collecting self-reported information from participants
while they complete a cognitive task. Recent evidence suggests that eliciting such …

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 …