Rakefet Ackerman

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Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a Metacognitive Learning Regulation Profile (MLRP) for each(More)
According to the Discrepancy Reduction Model for metacognitive regulation, people invest time in cognitive tasks in a goal-driven manner until their metacognitive judgment, either judgment of learning (JOL) or confidence, meets their preset goal. This stopping rule should lead to judgments above the goal, regardless of invested time. However, in many tasks,(More)
When answering questions from memory, respondents strategically control the precision or coarseness of their answers. This grain control process is guided by 2 countervailing aims: to be informative and to be correct. Previously, M. Goldsmith, A. Koriat, and A. Weinberg Eliezer (2002) proposed a satisfying model in which respondents provide the most precise(More)
Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial decreased with the amount of time spent(More)
Please cite this article in press as: Ackerman, R., learning texts under time pressure. Computers i People often attribute their reluctance to study texts on screen to technology-related factors rooted in hardware or software. However, previous studies have pointed to screen inferiority in the metacognitive regulation of learning. The study examined the(More)
In self-paced learning, when the regulation of study effort is goal driven (e.g., allocated to different items according to their relative importance), judgments of learning (JOLs) increase with study time. When regulation is data driven (e.g., determined by the ease of committing the item to memory), JOLs decrease with study time (Koriat, Ma'ayan, &(More)
There is an agreement that perceived usability is important beyond actual effectiveness of software systems. Perceived usability is often obtained by self-reports provided after system use. Aiming to improve summative usability testing, we propose a methodology to enhance in-depth testing of users' performance and perceived usability at the task level. The(More)
Research with adults indicates that confidence in the correctness of an answer decreases as a function of the amount of time it takes to reach that answer, suggesting that people use response latency as a mnemonic cue for subjective confidence. Experiment 1 extended investigation to 2nd, 3rd and 5th graders. When children chose the answer to general(More)