John Dunlosky
John Dunlosky
Geverifieerd e-mailadres voor kent.edu
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Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology
J Dunlosky, KA Rawson, EJ Marsh, MJ Nathan, DT Willingham
Psychological Science in the Public Interest 14 (1), 4-58, 2013
26632013
Self-regulated learning: Beliefs, techniques, and illusions
RA Bjork, J Dunlosky, N Kornell
Annual review of psychology 64, 417-444, 2013
11512013
Metacognition
J Dunlosky, J Metcalfe
Sage Publications, 2008
11162008
When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “delayed-JOL effect”
TO Nelson, J Dunlosky
Psychological Science 2 (4), 267-271, 1991
7941991
Metacognition in educational theory and practice
DJ Hacker, J Dunlosky, AC Graesser
Routledge, 1998
7781998
Category norms: An updated and expanded version of the norms
JP Van Overschelde, KA Rawson, J Dunlosky
Journal of memory and language 50 (3), 289-335, 2004
6552004
Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time.
KW Thiede, J Dunlosky
Journal of experimental psychology: Learning, Memory, and Cognition 25 (4), 1024, 1999
5171999
Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
J Dunlosky, KA Rawson
Learning and Instruction 22 (4), 271-280, 2012
4872012
Handbook of metacognition in education
DJ Hacker, J Dunlosky, AC Graesser
Routledge, 2009
4832009
Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect
J Dunlosky, TO Nelson
Memory & Cognition 20 (4), 374-380, 1992
4721992
Metacomprehension: A brief history and how to improve its accuracy
J Dunlosky, AR Lipko
Current Directions in Psychological Science 16 (4), 228-232, 2007
4202007
Study strategies of college students: Are self-testing and scheduling related to achievement?
MK Hartwig, J Dunlosky
Psychonomic bulletin & review 19 (1), 126-134, 2012
4002012
Age-related differences in absolute but not relative metamemory accuracy.
LT Connor, J Dunlosky, C Hertzog
Psychology and aging 12 (1), 50, 1997
3351997
Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur?
J Dunlosky, TO Nelson
Journal of Memory and Language 33 (4), 545-565, 1994
3191994
Utilization of metacognitive judgments in the allocation of study during multitrial learning
TO Nelson, J Dunlosky, A Graf, L Narens
Psychological Science 5 (4), 207-213, 1994
3121994
Training programs to improve learning in later adulthood: Helping older adults educate themselves
J Dunlosky, C Hertzog
Metacognition in educational theory and practice, 263-290, 1998
2881998
What makes people study more? An evaluation of factors that affect self-paced study
J Dunlosky, KW Thiede
Acta psychologica 98 (1), 37-56, 1998
2741998
Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough?
KA Rawson, J Dunlosky
Journal of Experimental Psychology: General 140 (3), 283, 2011
2712011
Aging and deficits in associative memory: What is the role of strategy production?
J Dunlosky, C Hertzog
Psychology and aging 13 (4), 597, 1998
2701998
Agenda-based regulation of study-time allocation: when agendas override item-based monitoring.
R Ariel, J Dunlosky, H Bailey
Journal of Experimental Psychology: General 138 (3), 432, 2009
2602009
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