Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 2 |
Since 2005 (last 20 years) | 4 |
Descriptor
Cognitive Psychology | 4 |
Metacognition | 4 |
Accuracy | 2 |
Beliefs | 1 |
Cognitive Processes | 1 |
Comparative Analysis | 1 |
Computer Uses in Education | 1 |
Correlation | 1 |
Cues | 1 |
Educational Environment | 1 |
Epistemology | 1 |
More ▼ |
Author
Aleven, Vincent | 1 |
Castel, Alan D. | 1 |
Finn, Bridgid | 1 |
Koedinger, Kenneth R. | 1 |
Schwartz, Shawn T. | 1 |
Siegel, Alexander L. M. | 1 |
Silaj, Katie M. | 1 |
Simon, Dominic A. | 1 |
Son, Lisa K. | 1 |
Tauber, Sarah K. | 1 |
Publication Type
Journal Articles | 4 |
Reports - Evaluative | 3 |
Information Analyses | 1 |
Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Silaj, Katie M.; Schwartz, Shawn T.; Siegel, Alexander L. M.; Castel, Alan D. – Educational Psychology Review, 2021
Test anxiety is a context-specific academic anxiety which can result in poorer academic and metacognitive performance. We assessed how the quantity and relative weight of assessments contribute to the effects of test anxiety on performance and metacognitive accuracy in a smaller seminar-style class on human memory (study 1) and a larger…
Descriptors: Test Anxiety, Metacognition, Accuracy, Memory
Finn, Bridgid; Tauber, Sarah K. – Educational Psychology Review, 2015
When students monitor the effectiveness of their learning and accuracy of their memories, the presence or absence of specific content knowledge is not the only information that guides their evaluations. Equally important are the metacognitive experiences, subjective feelings, and epistemological beliefs that inform and accompany learning and…
Descriptors: Cognitive Processes, Learning Processes, Accuracy, Metacognition
Son, Lisa K.; Simon, Dominic A. – Educational Psychology Review, 2012
A major decision that must be made during study pertains to the distribution, or the scheduling, of study. In this paper, we review the literature on the benefits of "spacing," or spreading one's study sessions relatively far apart in time, as compared to "massing," where study is crammed into one long session without breaks.…
Descriptors: Evidence, Metacognition, Cognitive Psychology, Scheduling
Koedinger, Kenneth R.; Aleven, Vincent – Educational Psychology Review, 2007
Intelligent tutoring systems are highly interactive learning environments that have been shown to improve upon typical classroom instruction. Cognitive Tutors are a type of intelligent tutor based on cognitive psychology theory of problem solving and learning. Cognitive Tutors provide a rich problem-solving environment with tutorial guidance in…
Descriptors: Intelligent Tutoring Systems, Metacognition, Tutors, Cognitive Psychology