The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?

Test framing generates a stability bias for predictions of learning by causing people to discount their learning beliefs

(2014) Robert Ariel et al.   JOURNAL OF MEMORY AND LANGUAGE

Embodiment meets metamemory: Weight as a cue for metacognitive judgments.

(2013) Michael W. Alban et al.   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

Perceptual fluency, auditory generation, and metamemory: Analyzing the perceptual fluency hypothesis in the auditory modality.

(2013) Miri Besken et al.   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

The font-size effect on judgments of learning: Does it exemplify fluency effects or reflect people’s beliefs about memory?

(2013) Michael L. Mueller et al.   JOURNAL OF MEMORY AND LANGUAGE

Evaluating Amazon's Mechanical Turk as a Tool for Experimental Behavioral Research

(2013) Matthew J. C. Crump et al.   PLoS One

Separation of Encoding Fluency and Item Difficulty Effects on Judgements of Learning

(2013) Monika Undorf et al.   QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY

Self-Regulated Learning: Beliefs, Techniques, and Illusions

(2012) Robert A. Bjork et al.   Annual Review of Psychology

Judgments of learning reflect encoding fluency: Conclusive evidence for the ease-of-processing hypothesis.

(2011) Monika Undorf et al.   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring.

(2011) Nicholas C. Soderstrom et al.   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

Attributing study effort to data-driven and goal-driven effects: Implications for metacognitive judgments.

(2009) Asher Koriat et al.   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

Judgments of learning are influenced by memory for past test

(2007) Bridgid Finn et al.   JOURNAL OF MEMORY AND LANGUAGE