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Improving Students’ Learning With Effective Learning Techniques
This monograph discusses 10 learning techniques that benefit learners of different ages and abilities and have been shown to boost students’ performance across many criterion tasks and even in educational contexts.
When People's Judgments of Learning (JOLs) are Extremely Accurate at Predicting Subsequent Recall: The “Delayed-JOL Effect”
Judgments of learning (JOLs), which pertain to knowing what one knows and which help to guide self-paced study during acquisition, have almost never been very accurate at predicting subsequent
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, and Daniel T. Willingham Department of Psychology, Kent State University; Department of Psychology and Neuroscience, Duke
Self-regulated learning: beliefs, techniques, and illusions.
A discussion of what learners need to understand in order to become effective stewards of their own learning and a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.
Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect
It is found that the kind of cue that is used for JOLs is critical, and to have the greatest accuracy at predicting eventual recall, a person should make J OLs not immediately after study but, instead, shortly after study (i.e., delayedJOLs).
Agenda-based regulation of study-time allocation: when agendas override item-based monitoring.
An agenda-based regulation (ABR) model is proposed in which learners' study decisions are guided by an agenda that learners develop to prioritize items for study, given their goals and task constraints.
Metacomprehension A Brief History and How to Improve Its Accuracy
People's judgments about how well they have learned and comprehended text materials can be important for effectively regulating learning, but only if those judgments are accurate. Over two decades of
Study strategies of college students: Are self-testing and scheduling related to achievement?
Self-testing, rereading, and scheduling of study play important roles in real-world student achievement; use of self-testing and rereading were both positively associated with GPA.