(Q48278340)

10 February 2018

title

Learners' choices and beliefs about self-testing (English)

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10 February 2018

author

Nate Kornell

series ordinal

1

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10 February 2018

author name string

Lisa K Son

series ordinal

2

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10 February 2018

publication date

26 May 2009

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10 February 2018

published in

Memory

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10 February 2018

volume

17

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10 February 2018

issue

5

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10 February 2018

page(s)

493-501

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10 February 2018

Examining the testing effect with open- and closed-book tests

cites work

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

What makes people study more? An evaluation of factors that affect self-paced study.

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry

21 January 2018

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https://api.crossref.org/works/10.1080%2F09658210902832915

Repeated retrieval during learning is the key to long-term retention☆

21 January 2018

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https://api.crossref.org/works/10.1080%2F09658210902832915

The critical importance of retrieval for learning.

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and behavior.

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

Optimising self-regulated study: the benefits - and costs - of dropping flashcards

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

The dynamics of learning and allocation of study time to a region of proximal learning.

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

A cognitive-science based programme to enhance study efficacy in a high and low risk setting

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

The effects of repetition on allocation of study time and judgements of learning in Alzheimer's disease.

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

When does feedback facilitate learning of words?

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

Test-enhanced learning: taking memory tests improves long-term retention

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

The Power of Testing Memory: Basic Research and Implications for Educational Practice

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

Spacing one's study: evidence for a metacognitive control strategy

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

A Region of Proximal Learning model of study time allocation

21 January 2018

1 reference

https://api.crossref.org/works/10.1080%2F09658210902832915

10.1080/09658210902832915

21 January 2018

Identifiers

DOI

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10 February 2018

1 reference

10 February 2018