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John Dunlosky
John Dunlosky
Email verificata su kent.edu
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Citata da
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Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology
J Dunlosky, KA Rawson, EJ Marsh, MJ Nathan, DT Willingham
Psychological Science in the Public interest 14 (1), 4-58, 2013
41832013
Self-regulated learning: Beliefs, techniques, and illusions
RA Bjork, J Dunlosky, N Kornell
Annual review of psychology 64, 417-444, 2013
17812013
Metacognition
J Dunlosky, J Metcalfe
Sage Publications, 2008
15472008
Metacognition in educational theory and practice
DJ Hacker, J Dunlosky, AC Graesser
Routledge, 1998
9431998
When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “delayed-JOL effect”
TO Nelson, J Dunlosky
Psychological Science 2 (4), 267-271, 1991
9371991
Category norms: An updated and expanded version of the norms
JP Van Overschelde, KA Rawson, J Dunlosky
Journal of memory and language 50 (3), 289-335, 2004
7782004
Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
J Dunlosky, KA Rawson
Learning and Instruction 22 (4), 271-280, 2012
7212012
Handbook of metacognition in education
DJ Hacker, J Dunlosky, AC Graesser
Routledge, 2009
6952009
Study strategies of college students: Are self-testing and scheduling related to achievement?
MK Hartwig, J Dunlosky
Psychonomic bulletin & review 19, 126-134, 2012
6142012
Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time.
KW Thiede, J Dunlosky
Journal of experimental psychology: Learning, Memory, and Cognition 25 (4), 1024, 1999
6001999
Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect
J Dunlosky, TO Nelson
Memory & cognition 20, 374-380, 1992
5621992
Metacomprehension: A brief history and how to improve its accuracy
J Dunlosky, AR Lipko
Current Directions in Psychological Science 16 (4), 228-232, 2007
5542007
Age-related differences in absolute but not relative metamemory accuracy.
LT Connor, J Dunlosky, C Hertzog
Psychology and aging 12 (1), 50, 1997
3671997
Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur?
J Dunlosky, TO Nelson
Journal of Memory and Language 33 (4), 545-565, 1994
3661994
Utilization of metacognitive judgments in the allocation of study during multitrial learning
TO Nelson, J Dunlosky, A Graf, L Narens
Psychological Science 5 (4), 207-213, 1994
3581994
Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough?
KA Rawson, J Dunlosky
Journal of Experimental Psychology: General 140 (3), 283, 2011
3522011
Agenda-based regulation of study-time allocation: when agendas override item-based monitoring.
R Ariel, J Dunlosky, H Bailey
Journal of Experimental Psychology: General 138 (3), 432, 2009
3472009
What makes people study more? An evaluation of factors that affect self-paced study
J Dunlosky, KW Thiede
Acta psychologica 98 (1), 37-56, 1998
3401998
Training programs to improve learning in later adulthood: Helping older adults educate themselves
J Dunlosky, C Hertzog
Metacognition in educational theory and practice, 263-290, 1998
3321998
Aging and deficits in associative memory: What is the role of strategy production?
J Dunlosky, C Hertzog
Psychology and aging 13 (4), 597, 1998
2961998
Il sistema al momento non può eseguire l'operazione. Riprova più tardi.
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