The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs von Witherby, Amber E., Tauber, Sarah K.

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Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning von Mueller, Michael L., Tauber, Sarah K., Dunlosky, John

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The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory? von Mueller, Michael L., Dunlosky, John, Tauber, Sarah K.

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The Current Status of Students' Note-Taking: Why and How Do Students Take Notes? von Witherby, Amber E., Tauber, Sarah K.

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Judgments of learning enhance recall for category-cued but not letter-cued items von Rivers, Michelle L., Dunlosky, John, Janes, Jessica L., Witherby, Amber E., Tauber, Sarah K.

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Emerging Trends in Research on Self-Regulated Learning and Implications for Education: An Introduction to the Special Issue von Tauber, Sarah K, Ariel, Robert

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Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory? von Witherby, Amber E, Babineau, Addison L, Tauber, Sarah K

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The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory: Resolving a Memory-Metamemory Paradox von Tauber, Sarah K. (Uma), Dunlosky, John, Rawson, Katherine A.

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Prior knowledge is more predictive of error correction than subjective confidence von Sitzman, Danielle M., Rhodes, Matthew G., Tauber, Sarah K.

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Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance von Rivers, Michelle L., Janes, Jessica L., Dunlosky, John, Witherby, Amber E., Tauber, Sarah K.

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When Confidence Is Not a Signal of Knowing: How Students' Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence von Finn, Bridgid, Tauber, Sarah K.

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Do Judgments of Learning Modify Older Adults' Actual Learning? von Tauber, Sarah K., Witherby, Amber E.

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Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions? von Babineau, Addison L, Witherby, Amber E, Ariel, Robert, Pelch, Michael A, Tauber, Sarah K

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The Influence of Delaying Judgments of Learning on Metacognitive Accuracy: A Meta-Analytic Review von Rhodes, Matthew G, Tauber, Sarah K

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The font-size effect on judgments of learning: Does it exemplify fluency effects or reflect people’s beliefs about memory? von Mueller, Michael L., Dunlosky, John, Tauber, Sarah K., Rhodes, Matthew G.

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On Students' (Mis)judgments of Learning and Teaching Effectiveness von Carpenter, Shana K., Witherby, Amber E., Tauber, Sarah K.

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Do Judgments of Learning Directly Enhance Learning of Educational Materials? von Ariel, Robert, Karpicke, Jeffrey D., Witherby, Amber E., Tauber, Sarah K.

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Students’ decisions to switch between categories or stay within them are related to practice classification performance von Babineau, Addison L., Tauber, Sarah K.

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People Hold Mood-Congruent Beliefs About Memory but Do Not Use These Beliefs When Monitoring Their Learning von Witherby, Amber E., Tauber, Sarah K., Goodrich, Michael

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The Ease-of-Processing Heuristic and the Stability Bias: Dissociating Memory, Memory Beliefs, and Memory Judgments von Kornell, Nate, Rhodes, Matthew G., Castel, Alan D., Tauber, Sarah K.

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