Theory on student learning provides that students are able to direct their learning when they have metacognitive knowledge about their own learning processes. In this article, a preliminary attempt to assess untrained high-school students’ metacognitive knowledge of learning processes as an ability through multiple-choice questions is reported. In…

Mobilizing relevant preexisting knowledge significantly facilitated retention of information inconsistent with prior knowledge but did not affect retention of congruous information. A topically organized passage was not better remembered than a topically disorganized one. (Author/PN)