The learning ability paradox in adult metamemory research: where are the metamemory differences between good and poor learners?

@article{Cull1994TheLA,
  title={The learning ability paradox in adult metamemory research: where are the metamemory differences between good and poor learners?},
  author={Wiliam L Cull and Eugene B. Zechmeister},
  journal={Memory & cognition},
  year={1994},
  volume={22 2},
  pages={249-57}
}
College students' ability to judge whether a studied item had been learned well enough to be recalled on a later test was examined in three experiments with self-paced learning procedures. Generally, these learners compensated for item difficulty when allocating study time, studying hard items longer than easy items, but they still recalled more easy items than hard items and tended to drop items out too soon. When provided with test opportunities during study or a delay between study and… CONTINUE READING