Literaturnachweis - Detailanzeige
Autor/in | Kelemen, William L. |
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Titel | Metamemory Cues and Monitoring Accuracy: Judging What You Know and What You Will Know. |
Quelle | In: Journal of Educational Psychology, 92 (2000) 4, S.800-10Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | College Students; Cues; Higher Education; Learning Processes; Memory; Metacognition; Recall (Psychology); Study Skills |
Abstract | Examines metamemory for categorized lists of items among college students. Judgments of learning (JOLs) were obtained either immediately after study or following a brief delay. Results indicate that delayed JOLs were more accurate than immediate JOLs only when knowledge based cues were used. Indicates that the phrasing of metamemory cues can have a substantial impact on monitoring accuracy. (Contains 34 references and 2 tables.) (Author/GCP) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |