Anderson, M. L. and Oates, T., eds.
(2005). Metacognition in Computation: Papers from 2005 AAAI
Spring Symposium. Technical Report SS-05-04. Menlo Park, CA:
AAAI Press.
Bahrick, H. P., & Hall, L. K. (2005).
The importance of retrieval failures to long-term retention: A
metacognitive explanation of the spacing effect [Special issue].
Journal of Memory and Language, 52, 566-577.
Baker, J. M. C., & Dunlosky, J. (in
press). Does Momentary Accessibility Influence Metacomprehension
Judgments? The Influence of Study-Judgment Lags on Accessibility
Effects. Psychonomic Bulletin & Review.
Brewer, W. F., Sampaio, C., & Barlow,
M. R. (2005). Confidence
and accuracy in the recall of deceptive and nondeceptive
sentences [Special issue]. Journal of Memory and Language,
52, 618-627.
Cox, M. T. (2005). Metacognition in
computation: A selected research review. Artificial
Intelligence, 169, 104-141.
Dunlosky, J., Hertzog, C., Kennedy, M.,
& Thiede, K. (in press). The self-monitoring approach for
effective learning. Cognitive Technology.
Dunlosky, J., Hertzog, C., & Powell-Moman,
A. (2005). The contribution of mediator-based deficiencies
to age-related differences in associative learning to
age-related differences in associative learning.
Developmental Psychology, 41, 389-400.
Click here for
abstract.
Dunlosky, J., & Rawson, K. A.
(2005). Why does rereading improve metacomprehension accuracy?
Evaluating the levels-of-disruption hypothesis for the rereading
effect. Discourse Processes, 40, 37-55.
Dunlosky, J., Rawson, K. A., &
Middleton, E. L. (2005).
What constrains the accuracy of metacomprehension judgments?
Testing the transfer-appropriate-monitoring and accessibility
hypotheses [Special issue]. Journal of Memory and Language,
52, 551-565.
Dunlosky, J., Serra, M. J., Matvey,
G., & Rawson, K. A. (2005).
Second-order judgments about judgments of learning [Special issue].
Journal of General Psychology, 132, 335-346. Click here for abstract.
Eakin, D. K. (2005). Illusions of
knowing: Metamemory and memory under conditions of retroactive
interference [Special issue]. Journal of Memory and Language,
52, 526-534.
Fisher, P., & Wells, A. (2005).
Experimental modification of beliefs in obsessive-compulsive
disorder: A test of the metacognitive model. Behaviour
Research and Therapy, 43, 821-829.
Goldsmith, M., Koriat, A., & Pansky, A.
(2005). Strategic regulation of grain size in memory
reporting over time [Special issue]. Journal of Memory and
Language, 52, 505-525.
Hertzog, C., & Dunlosky, J. (2005).
Aging, metacognition, and cognitive control. In B. H. Ross
(Ed.), Psychology of Learning and Motivation. San Diego:
CA: Academic Press, 215-251.
Click here for
abstract.
Hertzog, C., & Robinson, A. E. (2005). Metacognition
and intelligence. In O. Wilhelm & R. W. Engle (Eds.)
Understanding and measuring intelligence. London: Sage,
101-123. Click here
for abstract.
Higham, P.A., & Gerrard, C. (2005).
Not all errors are created equal: Metacognition and changing
answers on multiple choice tests. Canadian Journal of
Experimental Psychology, 59, 28-34.
Higham, P. A., & Tam, H. (2005).
Generation failure: Estimating metacognition in cued recall
[Special issue]. Journal of Memory and Language, 52,
595-617.
Izaute, M., & Bacon, E. (2005).
Specific Effects of an Amnesic Drug: Effect of Lorazepam on
Study Time Allocation and on Judgment of Learning.
Neuropsychopharmacology, 30, 196-204.
Jacoby, L. L., Shimizu, Y., Velanova,
K., & Rhodes, M. G. (2005). Age differences in depth of
retrieval: Memory for foils [Special issue]. Journal of
Memory and Language, 52, 493-504.
Kelley, C., & Metcalfe, J. (Eds.).
(2005). Metamemory [Special issue]. Journal of Memory and
Language, 52(4).
Koriat, A., & Bjork, R. A. (2005). Illusions of competence in monitoring
one's knowledge during study. Journal of Experimental Experimental
Psychology: Learning, Memory, and Cognition, 31, 187-194. Click here for abstract.
Koriat, A., & Bjork, R. A. (in
press). Illusions of competence during study can be remedied by
manipulations that enhance learners' sensitivity to retrieval
conditions at test. Memory & Cognition.
Click here for
abstract.
Koriat, A., & Ma'ayan, H. (2005).
The effects of encoding fluency and retrieval fluency on
judgments of learning [Special issue]. Journal of Memory and
Language, 52, 478-492.
Lane, S. M. (in press). Dividing
attention during a witnessed event increases eyewitness
suggestibility. Applied Cognitive Psychology.
Matvey, G., Dunlosky, J., & Schwartz,
B. (in press). The effects of categorical relatedness on
judgments of learning (JOLs). Memory.
Merritt, P., Hirshman, E., Hsu, J., &
Berrigan, M. (2005). Metamemory without the memory: Are
people aware of midazolam induced amnesia?
Psychopharmacology, 177, 336-343.
Click here for
abstract.
Metcalfe, J., & Kornell, N. (2005).
A Region of Proximal Learning model of study time allocation
[Special issue]. Journal of Memory and Language, 52,
463-477. Click
for abstract.
Moritz, S., Woodward, T. S. & Burlon,
M. (2005). Metacognitive Skill Training for Patients with
Schizophrenia (MCT) Manual. VanHam Campus Verlag: Hamburg.
Myers, S., & Wells, A. (2005).
Obsessive-compulsive symptoms: The contribution of
metacognitions and responsibility. Journal of Anxiety
Disorders, 19, 806-817.
Pansky, A., Koriat, A., & Goldsmith, M.
(2005). Eyewitness recall and testimony. In N. Brewer & K. D.
Williams (Eds.), Psychology and law: An empirical perspective
(pp. 93-150). New York: Guilford Press.
Poissant. H. (in press - in
French). La métacognition et le Trouble déficitaire de
l'attention/hyperactivité. In. Le trouble déficitaire de
l'attention/hyperactivité: Les enjeux en santé et en éducation.
N.Chevalier, H. Poissant, M-C. Guay et al. (Éds.). Presses
de l'Université du Québec à Montréal.
Poissant, H. (2005). Metacognition
in Attention Deficit and Hyperactivity Disorder (ADHD) and its
link with Executive Functioning. Cognition, Brain, Behavior (Cognitie
Creier Comportament), 8 (3-4), 433-452.
Rhodes, M. G., & Kelley, C.
(2005). Executive processes, memory accuracy, and memory
monitoring: An aging and individual difference analysis [Special
issue]. Journal of Memory and Language, 52,
578-594.
Robinson, A. E., Hertzog, C., &
Dunlosky, J. (in press). Aging, encoding fluency, and
metacognitive monitoring. Aging, Neuropsychology, and
Cognition.
Click here for abstract.
Serra, M. J., & Dunlosky, J. (2005). Does Retrieval Fluency Contribute to the Underconfidence-With-Practice
Effect? Journal of Experimental Experimental
Psychology: Learning, Memory, and Cognition, 31,
1258-1266.
Click here for
abstract.
Son, L. K. (2005). Metacognitive
control: Children's short-term versus long-term study
strategies. Journal of General Psychology, 132,
347-363.
Son, L. K., & Kornell, N. (2005).
Meta-confidence judgments in rhesus macaques: Explicit versus
implicit mechanisms. In Terrace, H.S. & Metcalfe, J. (Eds.),
The Missing Link in Cognition: Origins of Self-Knowing
Consciousness. Oxford University Press.
Son, L. K., & Metcalfe, J. (2005).
Judgments of Learning: Evidence for a Two-Stage Model. Memory
& Cognition, 33, 1116-1129.
Storm, B. C., Bjork, E. L., & Bjork, R.
A. (2005). Social metacognitive judgments: The role of
retrieval-induced forgetting in person memory and impressions
[Special issue]. Journal of Memory and Language, 52,
535-550.
Strack, F., Forster, J., & Werth, L.
(2005). "Know thyself!" The role of idiosyncratic
self-knowledge in recognition memory [Special issue]. Journal
of Memory and Language, 52, 628-638.
Terrace, H. S., & Metcalfe, J.
(2005). The Missing Link in Cognition: Origins of
Self-Reflective Consciousness. Oxford University Press: New
York.
Thiede, K. W., Dunlosky, J., Griffin,
T., & Wiley, J. (in press). Understanding the
Delayed-Keyword Effect on Metacomprehension Accuracy. Journal
of Experimental Psychology: Learning, Memory, and Cognition.
Click here for
abstract.
Van Overshelde, J. P., Rawson, K. A.,
Dunlosky, J., & Hunt, R. R. (2005). Knowledge facilitates
distinctive processing. Psychological Science, 16,
358-361.
Wells, A. (2005). The metacognitive
model of GAD: Assessment of meta-worry and relationship with
DSM-IV generalized anxiety disorder. Cognitive Therapy and
Research, 29, 107-121.
Wells, A. (2005). Worry, intrusive
thoughts, and generalized anxiety disorder: The metacognitive
theory and treatment. In D. A. Clark (ed)., Intrusive thoughts
in clinical disorders: Theory, research and treatment. New
York: Guilford Press (pp. 119-144).
Wiley, J., Griffin, T. D., & Thiede, K.
W. (2005). Putting the Comprehension in
Metacomprehension [Special issue]. Journal of General
Psychology, 132, 408-428.
Click here for abstract.