An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect
Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty st...
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| Format: | Others |
| Language: | English |
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Stockholms universitet, Psykologiska institutionen
2011
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| Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59023 |