The following is a non-exhaustive list of scientific articles published on the topic of metacognition in the year 2005. If you had a manuscript relevant to metacognition published in 2005 that is not on this list, please send the reference and abstract to Michael J. Serra (ms3439(at)columbia(dot)edu), and we’ll add it to this list.

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.

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