626 results on '"Bruin, Anique"'
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2. Exploring the use of metacognitive monitoring cues following a diagram completion intervention
3. Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention
4. Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice
5. The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis
6. The Role of Mental Effort in Students' Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them
7. Understanding Effort Regulation: Comparing 'Pomodoro' Breaks and Self-Regulated Breaks
8. Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing
9. Worth the Effort: The Start and Stick to Desirable Difficulties (S2D2) Framework
10. Promotion of self-regulated learning through internalization of critical thinking, assessment and reflection to empower learning (iCARE): A quasi-experimental study
11. Instruction meets experience: Using theory- and experience-based methods to promote the use of desirable difficulties
12. Dealing with Desirable Difficulties: Supporting Students to Accept, Reduce, or Silence Effort
13. Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?
14. Study Smart -- Impact of a Learning Strategy Training on Students' Study Behavior and Academic Performance
15. Growing out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice
16. Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices
17. Why Students Do (or Do Not) Choose Retrieval Practice: Their Perceptions of Mental Effort during Task Performance Matter
18. Does Individual Performance Feedback Increase the Use of Retrieval Practice?
19. Neural Correlates of Visual Perceptual Expertise: Evidence from Cognitive Neuroscience Using Functional Neuroimaging
20. Metacognitive Awareness as Measured by Second-Order Judgements among University and Secondary School Students
21. Evaluating Sentence‐BERT‐powered learning analytics for automated assessment of students' causal diagrams.
22. A conceptual framework to understand learning through formative assessments with student response systems: The role of prompts and diagnostic cues
23. Understanding self-regulated learning through the lens of motivation: Motivational regulation strategies vary with students’ motives
24. Synthesizing Cognitive Load and Self-Regulation Theory: A Theoretical Framework and Research Agenda
25. Mapping and Drawing to Improve Students' and Teachers' Monitoring and Regulation of Students' Learning from Text: Current Findings and Future Directions
26. The Relation between Students' Effort and Monitoring Judgments during Learning: A Meta-Analysis
27. Individual Differences in Local and Global Metacognitive Judgments
28. Stimulating the intention to change learning strategies: The role of narratives
29. Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word-vector models
30. Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self-scoring instructions
31. The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension
32. Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self-scoring instructions
33. The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension
34. Comfort with Uncertainty: Reframing Our Conceptions of How Clinicians Navigate Complex Clinical Situations
35. Granularity Matters: Comparing Different Ways of Measuring Self-Regulated Learning
36. Twelve tips for applying the think-aloud method to capture cognitive processes.
37. Towards adaptive support for self‐regulated learning of causal relations: Evaluating four Dutch word vector models.
38. Virtual Dissection with Clinical Radiology Cases Provides Educational Value to First Year Medical Students
39. Librarian-Led Assessment of Medical Students’ Evidence-Based Medicine Competency: Facilitators and Barriers
40. The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension
41. Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self‐scoring instructions
42. Teachers' Monitoring of Students' Text Comprehension: Can Students' Keywords and Summaries Improve Teachers' Judgment Accuracy?
43. Developing the Evidence Base for M-Learning in Undergraduate Radiology Education: Identifying Learner Preferences for Mobile Apps
44. Age-related differences in task-induced brain activation is not task specific: Multivariate pattern generalization between metacognition, cognition and perception
45. Twelve tips for applying the think-aloud method to capture cognitive processes
46. Sharing the Load
47. Development and Evaluation of a Competency-Based Anatomy Rotation for Diagnostic Radiology Residents During Internship Year: A Canadian Experience
48. Accuracy of primary school children’s immediate and delayed judgments of learning about problem-solving tasks
49. 6- And 8-Year-Olds' Performance Evaluations: Do They Differ between Self And Unknown Others?
50. The Impact of an Online Tool for Monitoring and Regulating Learning at University: Overconfidence, Learning Strategy, and Personality
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