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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ621020
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Metamemory Cues and Monitoring Accuracy: Judging What You Know and What You Will Know.
Kelemen, William L.
Journal of Educational Psychology, v92 n4 p800-10 Dec 2000
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)
Descriptors: College Students, Cues, Higher Education, Learning Processes, Memory, Metacognition, Recall (Psychology), Study Skills
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A