Uninformative anchoring effect in judgments of learning
Author:
Funder
Japan Society for the Promotion of Science
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11409-023-09339-w.pdf
Reference49 articles.
1. Ariel, R., & Dunlosky, J. (2011). The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting. Memory & Cognition, 39(1), 171–184. https://doi.org/10.3758/s13421-010-0002-y
2. Bakeman, R. (2005). Recommended effect size statistics for repeated measures designs. Behavior Research Methods, 37(3), 379–384. https://doi.org/10.3758/BF03192707
3. Blake, A. B., & Castel, A. D. (2018). On belief and fluency in the construction of judgments of learning: Assessing and altering the direct effects of belief. Acta Psychologica, 186, 27–38. https://doi.org/10.1016/j.actpsy.2018.04.004
4. Brooks, B. M. (1999). Primacy and recency in primed free association and associative cued recall. Psychonomic Bulletin & Review, 6(3), 479–485. https://doi.org/10.3758/BF03210838
5. Castel, A. D. (2008). Metacognition and learning about primacy and recency effects in free recall: The utilization of intrinsic and extrinsic cues when making judgments of learning. Memory & Cognition, 36(2), 429–437. https://doi.org/10.3758/MC.36.2.429
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