Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition
Open accessAbstract
The cue-utilization view in metacognition assumes that judgments of learning (JOLs) are based on inferences from mnemonic cues deriving from the online processing of items during learning. This view calls for a specification of the underlying heuristics, their validity in predicting memory performance, and the extent to which they are utilized. This study examines one such heuristic: easily learned, easily remembered (ELER). We first show that ease of learning, as indexed by self-paced study time and by the number of trials to acquisition, is indeed a valid cue for recall success. We then demonstrate that this correlation between learning and rememberingunderlies metacognitive predictions about the future recallability of different items. The results are discussed in terms of the idea that metacognitive judgments incorporate knowledge about the internal ecology of cognitive processes, much as the perception of the external world embodies knowledge about the ecological structure of the environment.
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Ease of processing, or encoding fluency, influences JOLs.
“However, it has also been found that ease of processing, or encoding fluency, influences JOLs (e.g.Castel, McCabe, & Roediger, 2007;Koriat, 2008;Hertzog, Dunlosky, Robinson & Kidder, 2003;Schwartz, Benjamin & Bjork, 1997).”
From The benefit of generating errors during learning (2014) · cites this paper as Koriat, 2008
The paper has not measured effort or attention directly, but the proposal is consistent with other research suggesting ease of processing leads to higher JOLs and that curiosity and effort lead to enhanced memory.
“Of course, we have not measured effort or attention directly but this proposal is consistent with other research suggesting that ease of processing leads to higher JOLs”
From The benefit of generating errors during learning (2014) · cites this paper as Koriat, 2008
In data-driven effort interpretations, learners apply the easily-learned-easily-remembered heuristic and view experiences of high effort as an indication of poor learning from the task and vice versa.
“In data-driven effort interpretations, learners apply the easily-learned-easily-remembered heuristic (Koriat, 2008) and view experiences of high effort as an indication of poor learning from the task and vice versa.”
From Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework (2023) · cites this paper as Koriat, 2008
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“…attention directly but this proposal is consistent with other research suggesting that ease of processing leads to higher JOLs (Castel et al., 2007; Koriat, 2008; Hertzog et al., 2003; Schwartz, Benjamin & Bjork, 1997) and that both curiosity (Berlyne and Normore, 1972, M. J. Kang et al., 2009)…”
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“Some other research has also shown that fluency at encoding, as evidenced by self-paced study time(4) (Begg, Duft, Lalonde, Melnick, & Sanvito, 1989; Koriat, 2008), or fluency of retrieval from semantic memory (Serra & Dunlosky, 2005) might be valid predictors of subsequent memory performance under certain conditions.”
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“We chose a time frame from 2000 to May 2020, because one of the first and often cited articles on the relation between effort and monitoring was published in 2008 (Koriat 2008).”
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“That is, learners may use the heuristic “easily learned means easily remembered” when making judgments about future memory performance (Koriat 2008), leading to inaccurate JOLs with tested and restudied materials.”
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“…to acquisition in Experiment 1 (e.g., Hoffmann-Biencourt, Lockl, Schneider, Ackerman, & Koriat, 2010; Koriat, Ackerman, Lockl, & Schneider, 2009; Koriat, 2008) and (2) self-paced study time (e.g., Castel et al., 2007; Koriat, 2008; Koriat & Ackerman, 2010; Koriat, Ma’ayan, & Nussinson, 2006;…”
MethodInfluentialDoes Easily Learned Mean Easily Remembered?
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“Because item fluency was negatively correlated with manipulated item difficulty, the ELER heuristic served as a valid cue for recall success (Koriat, 2008).”
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“same time, there is evidence that under self-regulated learning, more study time, and more trials to acquisition, are associated with poorer memory performance (Koriat, 2008; Koriat et al., 2006, 2009a, 2009b).”
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“To illustrate, JOLs assessed directly after acquisition predict future recall relatively well (e.g., with correlations of .50 in Koriat et al., 2006, Experiment 1; see also Dunlosky & Nelson, 1994; Koriat, 2008).”
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“Specifically, JOLs are often inversely related to study time, such that faster study times lead to higher JOLs (Koriat, 2008; Koriat & Ma’ayan, 2005; Undorf & Erdfelder, 2011).”
BackgroundWorth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework
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“In data-driven 1 3 Educational Psychology Review (2023) 35:41 Page 7 of 27 41 effort interpretations, learners apply the easily-learned-easily-remembered heuristic (Koriat, 2008) and view experiences of high effort as an indication of poor learning from the task and vice versa.”
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“A list of unrelated paired associates was used to minimize the effects of judged difficulty of the items on JOLs (see Koriat, 2008), so as to bring to the fore the effects of effort attribution.”
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“Such factors have been referred to as intrinsic factors in the stimuli (e.g. the memorizeability of the words), and extrinsic factors in the testing (e.g. time allotted to study (Connor, et al., 1997; Koriat, 2008; Souchay, 2007)).”
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“In addition, our results add to literature on the effects of metacognitive experience (Koriat, 2008; Schwarz, 2015).”
ResultChildren's Naive Theories of Intelligence Influence Their Metacognitive Judgments
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The effect of animacy on metamemory
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“…and manipulations of processing fluency should be considered (Alter & Oppenheimer, 2009), such as the numbers of trials needed for correct recall (Koriat, 2008; Undorf & Erdfelder, 2015), the speeds with which participants form an interactive image of the cue and target of paired associates…”
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“Self-paced study times have been established as a measure of processing fluency (e.g., Koriat, 2008; Undorf & Erdfelder, 2015), although it has not previously been used to assess the concreteness effect on JOLs.”
MethodSeparation of Encoding Fluency and Item Difficulty Effects on Judgements of Learning
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“Over the years, numerous findings have accumulated that are compatible with the ease-of-processing hypothesis (Begg et al., 1989; Hertzog et al., 2003; Koriat, 2008; Koriat, Ackerman, Lockl, & Schneider, 2009a, 2009b; Koriat, Ma’ayan, & Nussinson, 2006; Miele, Finn, & Molden, 2011).”
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“Presumably, the reason for the high correlation between people's confidence in their answers and the correctness of those particular answers is that high confidence is associated with strong and easily accessible memories and beliefs (see Finn & Metcalfe, 2010 ; Koriat, 1993 , 2008 , for a model of this relation).”
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“Metamemory research has extensively investigated this framework, demonstrating how cues guide metacognitive monitoring both uniquely and simultaneously (Ackerman & Beller, 2017; Castel, 2008; Koriat, 2008; Undorf et al., 2018).”
BackgroundMultistrategic Memory Training with the Metamemory Concept in Healthy Older Adults
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People use the memory for past-test heuristic as an explicit cue for judgments of learning
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Curiosity: The effects of feedback and confidence on the desire to know.
Metcalfe, J., Vuorre, M., Towner, E., & Eich, T. S. (2022) · Journal of Experimental Psychology General · doi:10.1037/xge0001284 · Cited by 38 · see citing works
Cognitive Interruption as an Object of Metacognitive Monitoring: Feeling of Difficulty and Surprise
Touroutoglou, A., & Efklides, A. (2010) · Springer eBooks · doi:10.1007/978-1-4419-6546-2_9 · Cited by 38 · see citing works
Ball, B. H., Klein, K. N., & Brewer, G. A. (2014) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000023 · Cited by 38 · see citing works
Does domain matter? Monitoring accuracy across domains
Dentakos, S., Saoud, W., Ackerman, R., & Toplak, M. E. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09198-4 · Cited by 34 · see citing works
“…knowledge andmetacognitive monitoring of one’s knowledge has been examined extensively in both the metacognition field (Kleitman and Stankov 2007; Koriat 2008, 2012a; Stankov et al. 2014) and in the field of judgment and decision making (Bruine de Bruin et al. 2007; Parker and Fischhoff 2005;…”
BackgroundSelf‐paced study time as a cue for recall predictions across school age
Hoffmann-Biencourt, A., Lockl, K., Schneider, W., Ackerman, R., & Koriat, A. (2009) · British Journal of Developmental Psychology · doi:10.1348/026151009x479042 · Cited by 34 · see citing works
“A recent study by Koriat (2008) addressed this point by using study materials based on unrelated words that differed minimally in normative item difficulty.”
BackgroundResultSelf-citationDunlosky, J. T., Badali, S., Rivers, M. L., & Rawson, K. A. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09577-3 · Cited by 33 · see citing works
Dinsmore, D. L. (2017) · Educational Psychology · doi:10.1080/01443410.2017.1333575 · Cited by 35 · see citing works
Krasny‐Pacini, A., Limond, J. A., Evans, J. J., Hiebel, J., Bendjelida, K., & Chevignard, M. (2015) · Disability and Rehabilitation · doi:10.3109/09638288.2014.998783 · Cited by 32 · see citing works
Metamemory viewed through the judgment lens
Bröder, A., & Undorf, M. (2019) · Acta Psychologica · doi:10.1016/j.actpsy.2019.04.011 · Cited by 31 · see citing works
Weissgerber, S. C., Reinhard, M.-A., & Schindler, S. (2018) · Educational Psychology · doi:10.1080/01443410.2017.1387644 · Cited by 30 · see citing works
“The common sense of a typical student would state, ‘The easier the learning, the more progress is made’ (Bjork, Dunlosky, & Kornell, 2013; Chew, 2005, 2007; Koriat, 2008; SchommerAikins & Easter, 2006).”
BackgroundYang, C., Yu, R., Hu, X., Luo, L., Huang, T. S.-T., & Shanks, D. R. (2021) · Metacognition and Learning · doi:10.1007/s11409-020-09254-4 · Cited by 29 · see citing works
“The study that first adopted the study trials measure as an index of fluency (Koriat 2008) found a strong (inverse) correlation across words between number of study-test cycles required and final recall.”
ResultMagnitude and accuracy differences between judgements of remembering and forgetting
Serra, M. J., & England, B. D. (2012) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470218.2012.685081 · Cited by 29 · see citing works
“Koriat et al, 2004 ; see also Koriat, 1997 , 2008 ).”
Price, J., & Harrison, A. J. (2017) · Journal of Memory and Language · doi:10.1016/j.jml.2016.12.003 · Cited by 29 · see citing works
Exploring interactions between motivation and cognition to better shape self-regulated learning.
Finn, B. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.08.008 · Cited by 30 · see citing works
Fraundorf, S. H., Caddick, Z. A., Nokes‐Malach, T. J., & Rottman, B. M. (2023) · Cognitive Research Principles and Implications · doi:10.1186/s41235-023-00511-z · Cited by 30 · see citing works
“We emphasize that the ease-of-processing heuristic is likely to be accurate in many cases: Often, material that feels fluent and effortless is better learned (Benjamin et al., 1998, EL: 3; Koriat, 2008b, EL: 4).”
BackgroundInfluentialSuccessful Learning Environments Support and Harness Students’ Identity-based Motivation: A Primer
Oyserman, D., & Dawson, A. (2021) · The Journal of Experimental Education · doi:10.1080/00220973.2021.1873091 · Cited by 30 · see citing works
“That is, that they know or have already learned something (Koriat, 2008) or that their answer is correct (Ackerman & Thompson, 2017; Thompson et al., 2013).”
Blake, A. B., & Castel, A. D. (2018) · Acta Psychologica · doi:10.1016/j.actpsy.2018.04.004 · Cited by 25 · see citing works
Metacognitive expectancy effects in source monitoring: Beliefs, in-the-moment experiences, or both?
Schaper, M. L., Kuhlmann, B. G., & Bayen, U. J. (2019) · Journal of Memory and Language · doi:10.1016/j.jml.2019.03.009 · Cited by 24 · see citing works
David, L., Biwer, F., Baars, M., Wijnia, L., PAAS, F. G. W. C., & de Bruin, A. B. H. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09903-z · Cited by 26 · see citing works
“Interestingly, research indicates that the correlation between mental effort and monitoring does not necessarily need to be negative (Baars et al., 2020; Koriat, 2008; Koriat et al., 2006, 2014b).”
Confidence judgments: The monitoring of object-level and same-level performance
Koriat, A. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09195-7 · Cited by 21 · see citing works
“…consistent with the “monitoring-affects-control” hypothesis (Nelson and Leonesio 1988), people tend to rely, sometimes heavily, on their metacognitive judgments in the strategic regulation of their cognitive processes and behavior (Benjamin 2008; Goldsmith and Koriat 2008; Son and Metcalfe 2000).”
BackgroundMethodInfluentialSelf-citationAgency attributions of mental effort during self-regulated learning
Koriat, A. (2017) · Memory & Cognition · doi:10.3758/s13421-017-0771-7 · Cited by 20 · see citing works
“items typically decrease with the ST invested in these items (Koriat, 2008; Koriat et al., 2006; Koriat, Nussinson & Ackerman, 2014; Undorf & Erdfelder, 2013, 2015).”
BackgroundSelf-citationYan, V. X., & Wang, L. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.643421 · Cited by 18 · see citing works
“To the extent that experiences of difficulty are interpreted as being a sign that “I must not be learning” and that experiences of ease are interpreted as welllearned (Koriat, 2008; Kirk-Johnson et al., 2019), learners may judge these effective strategies as being ineffective and vice versa.”
BackgroundYoun, J. H., Ryu, S., Lee, J., Park, S., Cho, S., Kwon, H., Yang, J., Lee, J., Lee, J. Y., Kim, S., et al. (2019) · Brain and Behavior · doi:10.1002/brb3.1278 · Cited by 19 · see citing works
“…the transfer of memory training to new domains, suggesting that multi‐strategic training with a metamemory approach may also facilitate encoding and retrieval through alternative metamemory processes including meta‐knowledge, meta‐monitoring, and meta‐judgment (Koriat, 2008; Koriat & Bjork, 2006).”
BackgroundBeyond the experience: Detection of metamemorial regularities
Geurten, M., Willems, S. J., & Meulemans, T. (2014) · Consciousness and Cognition · doi:10.1016/j.concog.2014.11.009 · Cited by 18 · see citing works
Delozier, S., & Davalos, D. B. (2015) · American Journal of Alzheimer s Disease & Other Dementias® · doi:10.1177/1533317515618899 · Cited by 17 · see citing works
Processing fluency hinders subsequent recollection: an electrophysiological study
Li, B.-B., Gao, C.-J., Wang, W., & Guo, C.-Y. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00863 · Cited by 13 · see citing works
“Some studies have shown that perceptual fluency did not affect or even improved subsequent recognition memory (Koriat, 2008; Yue et al., 2013).”
BackgroundResultMetacognitive judgements of perceptual-motor steering performance
Mole, C. D., Jersakova, R., Kountouriotis, G. K., Moulin, C. J. A., & Wilkie, R. M. (2018) · Quarterly Journal of Experimental Psychology · doi:10.1177/1747021817737496 · Cited by 16 · see citing works
“Constructing judgments from task-relevant cues has been a principle framework for metacognition (Koriat, 2000, 2008), and weighted cue-based estimation has been proposed as a useful framework with which to understand driver self-assessments (Horrey et al., 2015).”
BackgroundMethodInfluentialCan Learners Allocate Their Study Time Effectively? It Is Complicated
Tekin, E. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09645-2 · Cited by 17 · see citing works
“, less retention difference between easy and difficult items), either by comparing retention across different difficulty levels or by computing correlations between test performance, metacognitive judgments, and study time allocation behavior (Koriat et al., 2006; Le Ny et al., 1972). However, whether retention on the…”
BackgroundMethodResultInfluentialFraming affects scale usage for judgments of learning, not confidence in memory.
England, B. D., Ortegren, F. R., & Serra, M. J. (2017) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000420 · Cited by 15 · see citing works
“In a related way, some accounts of participants’ cue usage for JOLs explicitly assume that participants’ selection and utilization of cues is based on their learned validity of those cues in the environment (i.e., Koriat, 2008; Koriat & Ma’ayan, 2005; see also Gigerenzer & Goldstein, 1996).”
BackgroundMetacognition in Schizophrenia Spectrum Disorders—Current Methods and Approaches
Lungu, P. F., Lungu, C. M., Ciobica, A. S., Balmuș, I.-M., Boloș, A., Dobrin, R., & Luca, A.-C. (2023) · Brain Sciences · doi:10.3390/brainsci13071004 · Cited by 17 · see citing works
“The Bell-Lysaker Emotional Recognition Task; PANSS—Positive and Negative Syndrome Scale; WCST—Wisconsin Card Sorting Test; MAS-A—Metacognition Assessment Scale-Abbreviated; Eyes Test—Reading the Mind in the Eyes Test; FOK—Feeling of knowing; MCQ30—Metacognitions Questionnaire-30; MAS—”
BackgroundExamining the effect of list composition on monitoring and control processes in metamemory
Laursen, S. J., & Fiacconi, C. M. (2020) · Memory & Cognition · doi:10.3758/s13421-020-01107-4 · Cited by 14 · see citing works
“Given that the relation between monitoring and control is often considered bi-directional (see Koriat, 2008; Koriat et al., 2006), invested study time could well have influenced JOLs in Experiment 1 in which self-paced study preceded JOLs.”
BackgroundResultInfluentialJudgments of Learning in Context: Backgrounds Can Both Reduce and Produce Metamemory Illusions
Tatz, J. R., & Peyni̇rci̇oğlu, Z. F. (2019) · Memory & Cognition · doi:10.3758/s13421-019-00991-9 · Cited by 13 · see citing works
The Use of Retrieval Practice in the Health Professions: A State-of-the-Art Review
Serra, M. J., Kaminske, A. N., Nebel, C. L., & Coppola, K. M. (2025) · Behavioral Sciences · doi:10.3390/bs15070974 · Cited by 16 · see citing works
“The experience of fluency, however, can be misleading: the repeated exposure to potential answers also increases response speed and confidence, even if the answers retrieved quickly are incorrect (Kelley & Lindsay, 1993; Koriat, 2008).”
Monitoring and Control of Learning Own‐Race and Other‐Race Faces
Rhodes, M. G., Sitzman, D. M., & Rowland, C. A. (2013) · Applied Cognitive Psychology · doi:10.1002/acp.2948 · Cited by 12 · see citing works
“The moderate, negative correlation for White faces indicates that lower JOLs were allocated to faces given longer study times (cf., Koriat, 2008).”
BackgroundEffort avoidance is not simply error avoidance
Feghhi, I., & Rosenbaum, D. Α. (2020) · Psychological Research · doi:10.1007/s00426-020-01331-2 · Cited by 11 · see citing works
“For more on this approach, see Lewandowsky and Farrell (2011). In our earlier article, and in this one too, we showed that a descriptive approach can be used to measure the difficulty of one task relative to another even if the two tasks are fundamentally different.”
MethodPatel, C. B., & Rashid, R. M. (2009) · Journal of the American Academy of Dermatology · doi:10.1016/j.jaad.2008.10.035 · Cited by 10 · see citing works
Jia, X., Li, P., & Li, W. (2025) · Journal of Intelligence · doi:10.3390/jintelligence13030027 · Cited by 11 · see citing works
“As a source of information for the creative process, metacognitive experience could provide available cues for individuals to rely on when generating or evaluating the creativity of their own ideas (Koriat 2008; Puente-Díaz 2023).”
Halamish, V., Nussinson, R., & Ben-Ari, L. (2013) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0032381 · Cited by 10 · see citing works
Vinney, L. A., Friberg, J. C., & Smyers, M. (2018) · Journal of the Scholarship of Teaching and Learning · doi:10.14434/josotl.v19i2.24006 · Cited by 10 · see citing works
Judgments of Agency in Schizophrenia: An Impairment in Autonoetic Metacognition
Metcalfe, J., Snellenberg, J. X. V., DeRosse, P., Balsam, P. D., & Malhotra, A. K. (2014) · Springer eBooks · doi:10.1007/978-3-642-45190-4_16 · Cited by 10 · see citing works
Martín, A. N. (2015) · Cited by 8 · see citing works
Gaynor, A. M., & Chua, E. F. (2019) · Journal of Cognitive Neuroscience · doi:10.1162/jocn_a_01449 · Cited by 8 · see citing works
“, 2011; Benjamin, 2003) and supports the notion that participants use an “easily learned, easily remembered” heuristic, wherein confidence increases with fluency of encoding (Besken & Mulligan, 2013; Miele, Finn, & Molden, 2011; Koriat, 2008).”
Seow, T. X. F., Jelinek, L., Moritz, S., & Hauser, T. U. (2025) · Nature Reviews Psychology · doi:10.1038/s44159-025-00503-4 · Cited by 10 · see citing works
Weißgerber, S. C., Reinhard, M., & Schindler, S. (2016) · Cited by 7 · see citing works
Constraints on the use of the memorizing effort heuristic
Laursen, S. J., & Fiacconi, C. M. (2021) · Metacognition and Learning · doi:10.1007/s11409-021-09273-9 · Cited by 7 · see citing works
“More specifically, Koriat and colleagues (Koriat, 2008; Koriat & Ackerman, 2010; Koriat et al., 2006”
BackgroundMethodResultInfluentialFitzsimmons, C. J., & Thompson, C. A. (2023) · Metacognition and Learning · doi:10.1007/s11409-023-09345-y · Cited by 6 · see citing works
“People’s accuracy in estimating magnitudes is related to their math achievement (Fazio et al., 2014; Siegler & Thompson, 2014; Siegler et al., 2011), and improvements in magnitude knowledge are causally related to improved math performance (Booth & Siegler, 2006, 2008).”
Pedale, T., Mastroberardino, S., Capurso, M., Macrı̀, S., & Santangelo, V. (2022) · Scientific Reports · doi:10.1038/s41598-022-11624-8 · Cited by 6 · see citing works
Li, B., Wang, W., Gao, C., & Guo, C. (2016) · Cognitive Affective & Behavioral Neuroscience · doi:10.3758/s13415-016-0431-6 · Cited by 6 · see citing works
Seban, P., Urban, K., & Sikl, R. (2025) · Instructional Science · doi:10.1007/s11251-024-09686-4 · Cited by 5 · see citing works
“Fluency, for instance, is a cue which during the learning process creates a sense of familiarity and evokes a subjective feeling that since the learning went smoothly, the material must be easy to remember (Koriat, 2008; Miele et al., 2011; Oppenheimer, 2008).”
Does Using None-of-the-Above (NOTA) Hurt Students’ Confidence?
Little, J. L. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11080157 · Cited by 5 · see citing works
Yan, V. X., Schuetze, B. A., & Rea, S. D. (2023) · Human Arenas · doi:10.1007/s42087-023-00383-1 · Cited by 6 · see citing works
“…reviews and meta-analyses about the benefits and boundary conditions of retrieval practice, interleaving, and spacing (Agarwal et al., 2021; Brunmair & Richter, 2019; Carpenter, 2012, 2017; Carpenter et al., 2022; Cepeda et al., 2006, 2008; Dunlosky & Rawson, 2015; Kang, 2016; Yang et al., 2021).”
AQUAPONICS: A serious game to promote aquaponics systems for local community development
Rojas, L. E. P., Osma, J. F., Márquez, J. D., Bustos, M. D. P. Á., Fuentes-Forero, L., & Hurtado, F. S. (2025) · Journal of Cleaner Production · doi:10.1016/j.jclepro.2025.144905 · Cited by 5 · see citing works
- Authors
- Koriat, A.
- Affiliations
- University of Haifa (IL)
- Corresponding author
- Koriat, Asher
- ORCID
- Koriat, Asher
- Venue
- Memory & Cognition
- Published
- 2008-03
- Volume
- 36
- Issue
- 2
- Pages
- 416-428
- ISSN
- 0090-502X (ISSN-L)
- 1532-5946
- OpenAlex
- W2041144237
- Cited by
- 143
- References
- 38
- Citations by year
- 2026: 6 · 2025: 8 · 2024: 7 · 2023: 15 · 2022: 5 · 2021: 5 · 2020: 8 · 2019: 10 · 2018: 6 · 2017: 7 · 2016: 12 · 2015: 6 · 2014: 12 · 2013: 10 · 2012: 5
- FWCI
- 3.62
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Memory & Cognition (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Bundesministerium für Bildung und Forschung
- University of Haifa
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- metacognition, judgments of learning, recall prediction, ecological knowledge
- MeSH terms
- Attention, Cognition, Female, Humans, Judgment, Male, Paired-Associate Learning, Practice, Psychological, Reaction Time, Mental Recall
About these checks
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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