ISSN 0954-1446 (Print); ISSN 1464-0635 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Introduction: A metacognition bridge pp. 481-493(13) Author: Son, Lisa K.
Testing the testing effect in the classroom pp. 494-513(20) Authors: McDaniel, Mark A.; Anderson, Janis L.; Derbish, Mary H.; Morrisette, Nova
Testing improves long-term retention in a simulated classroom setting pp. 514-527(14) Authors: Butler, Andrew C.; Roediger, Henry L.
Test format and corrective feedback modify the effect of testing on long-term retention pp. 528-558(31) Authors: Kang, Sean H. K.; McDermott, Kathleen B.; Roediger, Henry L.
Improving students' self-evaluation of learning for key concepts in textbook materials pp. 559-579(21) Authors: Rawson, Katherine A.; Dunlosky, John
Retrieval-induced forgetting in educational contexts: Monitoring, expertise, text integration, and test format pp. 580-606(27) Authors: Carroll, Marie; Campbell-Ratcliffe, Jonathan; Murnane, Hannah; Perfect, Timothy
The effects of selective attention on perceptual priming and explicit recognition in children with attention deficit and normal children pp. 607-627(21) Authors: Ballesteros, Soledad; Reales, José M.; García, Beatriz
Strategic knowledge and consistency in students with good and poor study skills pp. 628-649(22) Authors: Meneghetti, Chiara; De Beni, Rossana; Cornoldi, Cesare
The role of test anxiety in absolute and relative metacomprehension accuracy pp. 650-670(21) Authors: Miesner, Michael T.; Maki, Ruth H.
Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise pp. 671-688(18) Authors: de Bruin, Anique B. H.; Rikers, Remy M. J. P.; Schmidt, Henk G.
Repeated testing sessions and scholastic aptitude in college students' metacognitive accuracy pp. 689-717(29) Authors: Kelemen, William L.; Winningham, Robert G.; Weaver, Charles A.
How many questions should I answer? Using bias profiles to estimate optimal bias and maximum score on formula-scored tests pp. 718-742(25) Authors: Higham, Philip A.; Arnold, Michelle M.
A cognitive-science based programme to enhance study efficacy in a high and low risk setting pp. 743-768(26) Authors: Metcalfe, Janet; Kornell, Nate; Son, Lisa K.
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