Search Results - "FOSTER, Nathaniel L"

Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice by Foster, Nathaniel L., Mueller, Michael L., Was, Christopher, Rawson, Katherine A., Dunlosky, John

“…Interleaved practice involves studying exemplars from different categories in a non-systematic, pseudorandom order under the constraint that no two exemplars…”
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Instructions to shift eyes do not increase item-method directed forgetting by Foster, Nathaniel L., Harriman, Grace

“…Successful forgetting of recently-studied information has been shown to be positively correlated with eye movements [Lee, Y. (2018). Withdrawal of spatial…”
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Do people use category-learning judgments to regulate their learning of natural categories? by Morehead, Kayla, Dunlosky, John, Foster, Nathaniel L.

“…Although research has established that people can accurately judge how well they have learned categories, no research has examined whether people use their…”
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What Is the Impact of Interleaving Practice and Delaying Judgments on the Accuracy of Category-Learning Judgments? by Foster, Nathaniel L., Mueller, Michael L., Dunlosky, John, Finkenthal, Lauren

“…How could people enhance the accuracy of judgments for predicting math performance on an upcoming test? Research on category-learning judgments shows that…”
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Even after thirteen class exams, students are still overconfident: the role of memory for past exam performance in student predictions by Foster, Nathaniel L., Was, Christopher A., Dunlosky, John, Isaacson, Randall M.

“…Students often are overconfident when they predict their performance on classroom examinations, and their accuracy often does not improve across exams. One…”
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Intentional forgetting of actions: Comparison of list-method and item-method directed forgetting by Sahakyan, Lili, Foster, Nathaniel L.

“…Performing action phrases (subject-performed tasks, SPTs) leads to better memory than verbal learning instructions (verbal tasks, VTs). In Experiments 1–3, the…”
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Is awareness of the ability to forget (or to remember) critical for demonstrating directed forgetting? by Foster, Nathaniel L., Dunlosky, John, Sahakyan, Lili

“…•We tested if awareness of directed forgetting was linked to costs and benefits.•Costs awareness emerged when List 1 judgments contrasted remember and forget…”
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Metacognition Influences Item-Method Directed Forgetting by FOSTER, Nathaniel L, SAHAKYAN, Lili

“…In 4 experiments, we examined whether metacognitive beliefs about item memorability influence item-method directed forgetting. In Experiment 1, participants…”
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The role of forget-cue salience in list-method directed forgetting by Foster, Nathaniel L., Sahakyan, Lili

“…Research suggests that manipulating the wording of the forget cue in list-method directed forgetting affects the magnitude of directed forgetting both in…”
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Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving? by Foster, Nathaniel L., Rawson, Katherine A., Dunlosky, John

“…Acquisition of principle-based concepts involves learning how and when to apply a specific principle to different instances of the same problem type. Within…”
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Beliefs about item memorability affect metacognitive control in item-method directed forgetting by Foster, Nathaniel L

“…Across six experiments, I examined the role of metacognitive control in item-method directed forgetting. In Experiment 1, participants studied loud and quiet…”
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Beliefs about item memorability affect metacognitive control in item-method directed forgetting by Foster, Nathaniel L

“…Across six experiments, I examined the role of metacognitive control in item-method directed forgetting. In Experiment 1, participants studied loud and quiet…”
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