Bridging Cognitive Science and Education: Learning, Memory and Metacognition

Lisa Son is at Barnard College, New York. André Vandierendonck is at Ghent University, Belgium.

L. Son, Editorial: A Metacognition Bridge. McDaniel, Anderson, Derbish, Morisette, Testing the Testing Effect in the Classroom. Butler, Roediger, Testing Improves Long-term Retention in a Simulated Classroom Setting. Kang, McDermott, Roediger, Test Format and Corrective Feedback Modify the Effect of Testing on Long-term Retention. Rawson, Dunlosky, Improving Students’ Self-evaluation of Learning for Key Concepts in Textbook Materials. Carroll, Campbell-Ratcliffe, Murnane, Perfect, Retrieval-induced Forgetting in Educational Contexts: Monitoring, Expertise, Text Integration, and Test Format. Ballesteros, Reales, Garcia, The Effects of Selective Attention on Perceptual Priming and Explicit Recognition in Children with Attention Deficit and Normal Children. Meneghetti, De Beni, Cornoldi, Strategic Knowledge and Consistency in Students with Good and Poor Study Skills. Miesner, Maki, The Role of Test Anxiety on Absolute and Relative Metacomprehension Accuracy. De Bruin, Rikers, Schmidt, Improving Metacomprehension Accuracy and Self-regulation in Cognitive Skill Acquisition: The Effect of Learner Expertise. Kelemen, Winningham, Weaver, Repeated Testing Sessions and Scholastic Aptitude in College Students’ Metacognitive Accuracy. Higham, Arnold, How Many Questions Should I Answer? Using Bias Profiles to Estimate Optimal Bias and Maximum Score on Formula-scored Tests. Metcalfe, Kornell, Son, A Cognitive-science Based Program to Enhance Study Efficacy in a High and Low-risk Setting.