The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Summarizing can improve metacomprehension accuracy
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Citations
Cites
An introduction to latent semantic analysis
Landauer, T. K., Foltz, P. W., & Laham, D. (1998) · Discourse Processes · doi:10.1080/01638539809545028 · Cited by 4,880
Metamemory: A Theoretical Framework and New Findings
Nelson, T. O. (1990) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60053-5 · Cited by 2,583
Behavior: The Control of Perception
Kuhn, A., & Powers, W. T. (1975) · Contemporary Sociology · doi:10.2307/2063243 · Cited by 2,398
Studying as Self-Regulated Learning
(1998) · Metacognition in Educational Theory and Practice · doi:10.4324/9781410602350-19 · Cited by 1,589
Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning
Koriat, A. (1997) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.126.4.349 · Cited by 1,363
A comparison of current measures of the accuracy of feeling-of-knowing predictions
Nelson, T. O. (1984) · Psychological Bulletin · doi:10.1037/0033-2909.95.1.109 · Cited by 976
Nelson, T. O., & Dunlosky, J. (1991) · Psychological Science · doi:10.1111/j.1467-9280.1991.tb00147.x · Cited by 580
Cited by
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
Flawed Self-Assessment: Implications for Health, Education, and the Workplace
Dunning, D., Heath, C., & Suls, J. M. (2004) · Psychological Science in the Public Interest · doi:10.1111/j.1529-1006.2004.00018.x · Cited by 1,865
Accuracy of metacognitive monitoring affects learning of texts.
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003) · Journal of Educational Psychology · doi:10.1037//0022-0663.95.1.66 · Cited by 826
Self-citationEight Ways to Promote Generative Learning
Fiorella, L., & Mayer, R. E. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9348-9 · Cited by 832
Learning Versus Performance: An Integrative Review
Soderstrom, N. C., & Bjork, R. A. (2015) · Perspectives on Psychological Science · doi:10.1177/1745691615569000 · Cited by 651
Metadata
- Authors
- Thiede, K. W., & Anderson, M. C. M.
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2003-04
- Volume
- 28
- Issue
- 2
- Pages
- 129-160
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W2045034888
- Cited by
- 237
- References
- 7
- FWCI
- 8.49
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Summarizing can improve metacomprehension accuracy. https://app.cochat.ai/papers/10.1016/s0361-476x(02)00011-5
- The paper
- Thiede, K. W., & Anderson, M. C. M. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology. https://doi.org/10.1016/s0361-476x(02)00011-5
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
