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Do memorability ratings affect study-time allocation?
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1016/0001-6918(77)90032-4openalex-snapshot
A study of memory pointers
inferredcites →https://doi.org/10.1016/0010-0285(87)90005-3openalex-snapshot
Strategy selection in question answering
inferredcites →https://doi.org/10.1016/0022-0965(73)90145-8openalex-snapshot
Developmental changes in apportionment of study time among items in a multitrial free recall task
inferredcites →https://doi.org/10.1016/0022-0965(78)90015-2openalex-snapshot
Age- and task-related differences in the use of category-size information for the retrieval of categorized items
inferredcites →https://doi.org/10.1016/0022-5371(76)90021-9openalex-snapshot
Memory for remembered events: An assessment of output monitoring in free recall
inferredcites →https://doi.org/10.1016/s0022-5371(64)80028-1openalex-snapshot
Degree of learning and the measurement of forgetting
inferredcites →https://doi.org/10.1016/s0022-5371(81)90389-3openalex-snapshot
Memory monitoring accuracy and modification of rehearsal strategies
inferredcites →https://doi.org/10.1016/s0022-5371(84)90181-6openalex-snapshot
Memory strategy monitoring in adults and children
inferredcites →https://doi.org/10.1037//0278-7393.10.4.756openalex-snapshot
Metamemory: Monitoring future recallability during study.
inferredcites →https://doi.org/10.1037//0278-7393.12.2.279openalex-snapshot
A comparison of three predictors of an individual's memory performance: The individual's feeling of knowing versus the normative feeling of knowing versus base-rate item difficulty.
inferredcites →https://doi.org/10.1037//0278-7393.13.3.490openalex-snapshot
The anatomy of repertory memory.
inferredcites →https://doi.org/10.1037//0278-7393.14.4.676openalex-snapshot
Allocation of self-paced study time and the "labor-in-vain effect."
inferredcites →https://doi.org/10.1037//0278-7393.7.5.311openalex-snapshot
Decisions about ignorance: Knowing that you don't know.
inferredcites →https://doi.org/10.1037//0278-7393.8.4.279openalex-snapshot
Overlearning and the feeling of knowing.
inferredcites →https://doi.org/10.1037/h0022263openalex-snapshot
Memory and the feeling-of-knowing experience.
inferredcites →https://doi.org/10.1037/h0023107openalex-snapshot
Individual and group predictions of item difficulty for free learning.
inferredcites →https://doi.org/10.1037/h0025327openalex-snapshot
Concreteness, imagery, and meaningfulness values for 925 nouns.
inferredcites →https://doi.org/10.1037/h0027455openalex-snapshot
Discrimination of item strength at time of presentation.
inferredcites →https://doi.org/10.1037/h0028369openalex-snapshot
Invariance of total learning time under different conditions of practice.
inferredcites →https://doi.org/10.1037/h0081971openalex-snapshot
Negative recency and levels of processing in free recall.
inferredcites →https://doi.org/10.1111/j.1467-8624.1974.tb00694.xopenalex-snapshot
Planfulness and Recognition Memory
inferredcites →https://doi.org/10.2307/1421478openalex-snapshot
Predicting Recall: The "Feeling-That-I-Will-Know" Phenomenon
inferredcites →https://doi.org/10.2307/1421637openalex-snapshot
Awareness and the Effect of Rote Rehearsal on Free Recall
inferredcites →https://doi.org/10.2307/1422236openalex-snapshot
Judgments of Knowing: The Influence of Retrieval Practice
inferredcites →https://doi.org/10.4324/9781315864341openalex-snapshot
Advances in Instructional Psychology
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Confirming a Hunch? Using Study Choices to Understand Metacognition in Memory-Based Inference
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The Feeling of Knowing: Some Metatheoretical Implications for Consciousness and Control
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The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations
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An Interactive Layers Model of Self-Regulated Learning and Cognitive Load
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Can Learners Allocate Their Study Time Effectively? It Is Complicated
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Effortful Tests and Repeated Metacognitive Judgments Enhance Future Learning
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Study techniques differentially influence the delayed judgment-of-learning accuracy of adolescent children and college-aged adults
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Metacognition and fluid intelligence in value-directed remembering
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Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores?
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An afforded elaboration mechanism of judgment of learning reactivity
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Selbstbeurteilungen zur formativen Diagnostik experimenteller Performanzen – Was zeichnet genau urteilende Schülerinnen und Schüler aus?
inferred← citeshttps://doi.org/10.1016/b978-012208930-5/50005-2openalex-snapshot
Interference processes in memory development
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The value in rushing: Memory and selectivity when short on time
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Age related differences in metacognitive control: Role of executive functioning
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The virtues of ignorance
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Structure building differences influence learning from educational text: Effects on encoding, retention, and metacognitive control
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Semantic Determinants of Memorability
inferred← citeshttps://doi.org/10.1016/j.cognition.2025.106401openalex-snapshot
Study choices and inference in an acquired equivalence task
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Metacognition and mindreading: Judgments of learning for Self and Other during self-paced study
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The role of metacognition in prospective memory: Anticipated task demands influence attention allocation strategies
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Pilot evaluation of a method to assess prescribers’ information processing of medication alerts
inferred← citeshttps://doi.org/10.1016/j.jml.2004.12.001openalex-snapshot
A Region of Proximal Learning model of study time allocation
inferred← citeshttps://doi.org/10.1016/j.jml.2005.01.001openalex-snapshot
The effects of encoding fluency and retrieval fluency on judgments of learning
inferred← citeshttps://doi.org/10.1016/j.jml.2006.02.003openalex-snapshot
Metacognitive control of the spacing of study repetitions
inferred← citeshttps://doi.org/10.1016/j.jml.2007.03.006openalex-snapshot
Judgments of learning are influenced by memory for past test
inferred← citeshttps://doi.org/10.1016/j.neuropsychologia.2009.11.011openalex-snapshot
Memory, metamemory and their dissociation in temporal lobe epilepsy
inferred← citeshttps://doi.org/10.1016/j.neuropsychologia.2024.109011openalex-snapshot
What guides the judgment of learning: Memory or heuristics? An event-related potential study
inferred← citeshttps://doi.org/10.1016/s0001-6918(97)00051-6openalex-snapshot
What makes people study more? An evaluation of factors that affect self-paced study
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Chapter 24 Aging, metamemory regulation and executive functioning
inferred← citeshttps://doi.org/10.1016/s0079-7421(07)48005-7openalex-snapshot
Memory is More than just Remembering: Strategic Control of Encoding, Accessing Memory, and Making Decisions
inferred← citeshttps://doi.org/10.1016/s0079-7421(08)60053-5openalex-snapshot
Metamemory: A Theoretical Framework and New Findings
inferred← citeshttps://doi.org/10.1016/s1041-6080(99)80011-9openalex-snapshot
Allocation of time in self-paced memory tasks: the role of practice, instructions, and individual differences in optimizing performance
inferred← citeshttps://doi.org/10.1017/cbo9780511489976.003openalex-snapshot
The relation between metacognitive monitoring and control
inferred← citeshttps://doi.org/10.1017/cbo9780511816789.012openalex-snapshot
Metacognition and consciousness
inferred← citeshttps://doi.org/10.1017/s1366728924000683openalex-snapshot
Self-regulated learning strategies in L1 and L2 reading
inferred← citeshttps://doi.org/10.1037//0003-066x.51.2.102openalex-snapshot
Consciousness and metacognition.
inferred← citeshttps://doi.org/10.1037//0012-1649.27.3.351openalex-snapshot
Fuzzy-trace theory and cognitive triage in memory development.
inferred← citeshttps://doi.org/10.1037//0022-0663.86.2.290openalex-snapshot
Delaying students' metacognitive monitoring improves their accuracy in predicting their recognition performance.
inferred← citeshttps://doi.org/10.1037//0022-0663.95.1.66openalex-snapshot
Accuracy of metacognitive monitoring affects learning of texts.
inferred← citeshttps://doi.org/10.1037//0033-295x.103.3.490openalex-snapshot
Monitoring and control processes in the strategic regulation of memory accuracy.
inferred← citeshttps://doi.org/10.1037//0096-3445.122.1.47openalex-snapshot
Strategies in study time allocation: Why is study time sometimes not effective?
inferred← citeshttps://doi.org/10.1037//0096-3445.122.2.249openalex-snapshot
Is retrievability grouping good for recall?
inferred← citeshttps://doi.org/10.1037//0096-3445.122.2.269openalex-snapshot
Judgments of learning and the allocation of study time.
inferred← citeshttps://doi.org/10.1037//0096-3445.126.4.349openalex-snapshot
Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning.
inferred← citeshttps://doi.org/10.1037//0096-3445.127.1.55openalex-snapshot
The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index.
inferred← citeshttps://doi.org/10.1037//0096-3445.131.2.147openalex-snapshot
Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice.
inferred← citeshttps://doi.org/10.1037//0096-3445.131.3.349openalex-snapshot
Is study time allocated selectively to a region of proximal learning?
inferred← citeshttps://doi.org/10.1037//0278-7393.18.1.116openalex-snapshot
The basis of test predictions for text material.
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Theoretical implications of the mnemonic benefits of perceptual interference.
inferred← citeshttps://doi.org/10.1037//0278-7393.21.5.1263openalex-snapshot
Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall.
inferred← citeshttps://doi.org/10.1037//0278-7393.25.4.1024openalex-snapshot
Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time.
inferred← citeshttps://doi.org/10.1037//0278-7393.26.1.204openalex-snapshot
Metacognitive and control strategies in study-time allocation.
inferred← citeshttps://doi.org/10.1037/0096-3445.132.4.530openalex-snapshot
The Dynamics of Learning and Allocation of Study Time to a Region of Proximal Learning.
inferred← citeshttps://doi.org/10.1037/0096-3445.133.4.643openalex-snapshot
Predicting One's Own Forgetting: The Role of Experience-Based and Theory-Based Processes.
inferred← citeshttps://doi.org/10.1037/0096-3445.135.1.36openalex-snapshot
The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior.
inferred← citeshttps://doi.org/10.1037/0278-7393.32.3.595openalex-snapshot
Exploring a mnemonic debiasing account of the underconfidence-with-practice effect.
inferred← citeshttps://doi.org/10.1037/0278-7393.32.3.609openalex-snapshot
Study efficacy and the region of proximal learning framework.
inferred← citeshttps://doi.org/10.1037/a0020281openalex-snapshot
Preserved monitoring and control processes in temporal lobe epilepsy.
inferred← citeshttps://doi.org/10.1037/a0022086openalex-snapshot
Metacognitive regulation of text learning: On screen versus on paper.
inferred← citeshttps://doi.org/10.1037/a0023549openalex-snapshot
Retrieval experience as a modifier of future encoding: Another test effect.
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Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders.
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Processing fluency mediates the influence of perceptual information on monitoring learning of educationally relevant materials.
inferred← citeshttps://doi.org/10.1037/xlm0000046openalex-snapshot
The efficacy of self-paced study in multitrial learning.
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Self-regulated learning of important information under sequential and simultaneous encoding conditions.
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Influences on metamemory judgements
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Judgments of learning reactively affect memory by inducing covert retrieval
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Knowledge is power: A configurational model of information processing and entrepreneurial decision making
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The Relative Importance of Anticipated Test Format and Anticipated Test Difficulty on Performance
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Age-Related Differences in the Relation Between Monitoring and Control of Learning
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A critical look at the discrepancy reduction mechanism of study time allocation
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Memory monitoring: How useful is self-knowledge about memory?
inferred← citeshttps://doi.org/10.1080/09658210050156831openalex-snapshot
Differential allocation of study time: Incomplete compensation for the difficulty of the materials
inferred← citeshttps://doi.org/10.1080/09658211.2017.1406523openalex-snapshot
When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the “Displaced-JOL effect”
inferred← citeshttps://doi.org/10.1080/17405620444000085openalex-snapshot
The effects of incentives and instructions on children's allocation of study time
inferred← citeshttps://doi.org/10.1080/23735082.2017.1371321openalex-snapshot
Distributed practice in classroom inquiry science learning
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Knowledge is power: Factors that influence effective entrepreneurial decision making
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You Will Not Remember This: How Memory Efficacy Influences Virtuous Behavior
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Utilization of Metacognitive Judgments in the Allocation of Study During Multitrial Learning
inferred← citeshttps://doi.org/10.11225/jcss.20.368openalex-snapshot
Effects of Subliminal Mere Exposure on the Study Time Allocation
inferred← citeshttps://doi.org/10.1146/annurev.ps.42.020191.002001openalex-snapshot
Memory and Aging: Four Hypotheses in Search of Data
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Metamemoria y aprendizaje de textos
inferred← citeshttps://doi.org/10.1177/1059712309344776openalex-snapshot
Adaptive Learning and the Allocation of Time
inferred← citeshttps://doi.org/10.1177/1362361313479453openalex-snapshot
Metacognitive judgments-of-learning in adolescents with autism spectrum disorder
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Metacognitive Control and Optimal Learning
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EĞİTİMDE ÜSTBİLİŞSEL DÜZENLEME ENVANTERİ: ÖĞRENCİ VERSİYONU’NUN (EÜDE: ÖĞRENCİ-KENDİ FORMU) GELİŞTİRİLME ÇALIŞMASI
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Eğitimde Üstbilişsel Düzenleme Envanteri: Öğretmen Versiyonu’nun (EÜDE: Öğretmen-Kendi ve Öğretmen-Sınıf) Geliştirilme Çalışması
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Fluency – Friend or foe for learners?
inferred← citeshttps://doi.org/10.2307/1510351openalex-snapshot
Metacognitive Control Processes and Memory Deficits in Poor Comprehenders
inferred← citeshttps://doi.org/10.2307/20445409openalex-snapshot
The Effect of Divided Attention on Global Judgment of Learning Accuracy
inferred← citeshttps://doi.org/10.3200/genp.132.4.347-364openalex-snapshot
Metacognitive Control: Children's Short-Term Versus Long-Term Study Strategies
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.01933openalex-snapshot
Confounding in Studies on Metacognition: A Preliminary Causal Analysis Framework
inferred← citeshttps://doi.org/10.3758/bf03193217openalex-snapshot
Judgments of learning: Evidence for a two-stage process
inferred← citeshttps://doi.org/10.3758/bf03193305openalex-snapshot
The negative cascade of incongruent generative study-test processing in memory and metacomprehension
inferred← citeshttps://doi.org/10.3758/bf03195746openalex-snapshot
The relation of tip-of-the-tongue states and retrieval time
inferred← citeshttps://doi.org/10.3758/bf03202650openalex-snapshot
The spatial frame of reference in object naming and discrimination of left-right reflections
inferred← citeshttps://doi.org/10.3758/bf03208896openalex-snapshot
The learning ability paradox in adult metamemory research: Where are the metamemory differences between good and poor learners?
inferred← citeshttps://doi.org/10.3758/bf03210921openalex-snapshot
Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect
inferred← citeshttps://doi.org/10.3758/bf03211311openalex-snapshot
Age differences in the allocation of study time account for age differences in memory performance
inferred← citeshttps://doi.org/10.3758/bf03212976openalex-snapshot
The importance of monitoring and self-regulation during multitrial learning
inferred← citeshttps://doi.org/10.3758/bf03213977openalex-snapshot
Sources of information in metamemory: Judgments of learning and feelings of knowing
inferred← citeshttps://doi.org/10.3758/mc.36.2.416openalex-snapshot
Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition
inferred← citeshttps://doi.org/10.3758/s13421-012-0200-xopenalex-snapshot
Are judgments of learning made after correct responses during retrieval practice sensitive to lag and criterion level effects?
inferred← citeshttps://doi.org/10.3758/s13421-016-0664-1openalex-snapshot
Updating metacognitive control in response to expected retention intervals
inferred← citeshttps://doi.org/10.3758/s13421-021-01169-yopenalex-snapshot
The role of metacognition and schematic support in younger and older adults' episodic memory
inferred← citeshttps://doi.org/10.3758/s13423-025-02816-0openalex-snapshot
Making judgments of learning (JOLs) for oneself versus others: A review and proposed model
inferred← citeshttps://doi.org/10.7936/k7w095b8openalex-snapshot
Quizzing and Restudy Dynamics in a TST Paradigm: The (Null) Effect of Feedback and the (Significant) Effects of Metacognition
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