Janet Metcalfe and Lisa Son: Enhancing Children's Education Through Principles of Cognitive Science  




Finn, B. & Metcalfe, J. (2014). Overconfidence in Children's Multi-Trial Judgments of Learning. Learning and Instruction, 32, 1-9.pdf1
Metcalfe, J. & Finn, B. (2013). Metacognition and control of study choice in children. Metacognition and Learning, 8(1), 19-46.pdf1
Metcalfe, J. & Finn, B. (2012). Hypercorrection of high confidence errors in children. Learning and Instruction. 22, 253-261.pdf1
Metcalfe, J. (2011). Desirable difficulties and studying in the Region of Proximal Learning. To appear in A. S. Benjamin (Ed.), Successful remembering and successful forgetting: a Festschrift in honor of Robert A. Bjork. London, UK: Psychology Press.pdf1
Finn, B. & Metcalfe (2010). Scaffolding Feedback To Maximize Long Term Error Correction. Memory & Cognition. pdf1
Son, L. K., & Kornell, N. (2010). The virtues of ignorance. Behavioral Processes.pdf1
Metcalfe, J. & Jacobs, W. J. (2010). People's study time allocation and its relation to animal foraging. Behavioral Processes, 83, 213-221. pdf1
Son, L. K. (2010). Metacognitive control and the spacing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 255–262. pdf1
Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s and adults’ vocabulary learning. Memory & Cognition, 37, 1077-1087 pdf1
Miele, D. B., Molden, D. C., & Gardner, W. L. (2009). Motivated comprehension regulation: Vigilant versus eager metacognitive control. Memory & Cognition, 37, 779-795. pdf1
Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18, 159-163. pdf1
Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage Publications, Inc. pdf1
Kornell, N., & Son, L. K. (2009). Learners’ choices and beliefs about self-testing. Memory, 17, 493-501. pdf1
Son, L. K., & Kornell, N. (2009). Simultaneous decisions at study: time allocation, ordering, and spacing. Metacognition and Learning, 4237-248. pdf1
Metcalfe, J., & Finn, B. (2008). Familiarity and Retrieval Processes in Delayed Judgments of Learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1084-1097. pdf1
Finn, B. (2008). Framing effects on metacognitive monitoring and control. Memory & Cognition, 36, 813-821. pdf1
>Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.). Handbook of Metacognition and Education. pp. 278-298). New York, NY: Routledge. pdf1
Metcalfe, J. (2008). Evolution of metacognition. In J. Dunlosky & R. Bjork (Eds.), Handbook of Metamemory and Memory (pp. 29-46). New York: Psychology Press. pdf1
Finn, B., & Metcalfe, J. (2008). Judgments of learning are influenced by memory for past test. Journal of Memory and Language, 58, 19-34. pdf1
Metcalfe, J. & Dunlosky, J. (2008). Metamemory. In H.L. Roediger, III (Ed.), Learning and Memory: A Comprehensive Reference (pp. 349-362). Oxford: Elsevier. pdf1
Metcalfe, J. & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin and Review, 15,174-179. pdf1
Son, L. K. (2009). The virtue of ignorance. Paper presented at the 16th International Conference on Comparative Cogntion. Melbourne, FL.
Son, L. K. (2008). The spacing effect, metacognitively speaking. Paper presented at the 1st Annual Meeting of the Subway Summit, Fordham University, New York, NY.
Son, L. K., & Kornell, N. (2008). Research on the allocation of study time: Key studies from 1890 to the present (and beyond). In J. Dunlosky & R. A. Bjork (Eds.), A handbook of memory and metamemory (pp. 333-351). Hillsdale, NJ: Psychology Press. pdf1
Finn, B., & Metcalfe, J. (2007). The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology: Learning Memory and Cognition, 33, 238-244. pdf1
Finn, B., & Son, L. K. (2007). The influence of framing on children's metacognitive judgments. Poster presented at the 48th annual meeting of the Psychonomic Society, Long Beach, CA.
Metcalfe, J., & Kornell, N. (2007). Principles of cognitive science in education: The effects of generation, errors and feedback. Psychonomic Bulletin and Review, 14, 225-229. pdf1
Son, L. K. (2007). Foundations of memory: Bridging cognitive science to education. Paper presented at the 34th Annual Conference on Dyslexia and Related Learning Disabilities. New York, NY, March 12-13.
Metcalfe, J., Kornell, N., & Son, L. K. (2007). A cognitive-science based program to enhance study efficacy in a high and low-risk setting. European Journal of Cognitive Psychology, 19 , 743-768. pdf1
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007). Organizing instruction and study to improve student learning. (NCER 2007-2004). Washington,DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. pdf1
Bridging Cognitive Science and Education: Learning, Memory, and Metacognition. (2007). A special issue of the European Journal of Cognitive Psychology. Edited by Lisa Son, Andre Vandierendonck.
Butterfield, B. & Metcalfe, J. (2006). The correction of errors committed with high confidence. Metacognition and Learning, 1, 1556-1623. pdf1
Metcalfe, J. (2006). Principles of cognitive science in education. APS Observer, 19, 27. pdf1
Kornell, N., & Son, L. K. (2006). Self-timing: A metacognitive disonnect between memory monitoring and study choice. Poster presented at the 47th annual meeting of the Psychonomic Society, Houston, TX.
Son, L. K. & Metcalfe, J. (2006). Honoring metacognitive control: The spacing of study. Poster presented at the Annual Meeting of the American Psychological Society. New York, NY, May 25-27. pdf1
Son, L. K. (2006). When metacognitive defies cognition: The case of the spacing effect. Paper presented at the Annual Meeting of the Experimental Psychological Society, Plymouth, UK, July 10-12.
Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation. Journal of Memory and Language, 52, 463-477. pdf1
Metcalfe, J. & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General, 132, 530-542. pdf1
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