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Direct linkThiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D. – British Journal of Educational Psychology, 2011
Background: Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and…
Descriptors: Cues, Student Attitudes, Metacognition, Memory
