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European Journal of Cognitive Psychology, Volume 19 Issue 4 & 5 2007

Bridging Cognitive Science and Education: Learning, Memory, and Metacognition

The official journal of the European Society for Cognitive Psychology (ESCOP)
33% more issues in 2009!
Impact Factor 1.193 (2009 Thomson Reuters, 2008 Journal Citation Reports)
ISSN: 1464-0635 (electronic) 0954-1446 (paper)
Publication Frequency: 8 issues per year
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Original Articles
Introduction: A metacognition bridge
Lisa K. Son
Pages 481 – 493
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Testing the testing effect in the classroom
Mark A. McDaniel;  Janis L. Anderson;  Mary H. Derbish; Nova Morrisette
Pages 494 – 513
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Testing improves long-term retention in a simulated classroom setting
Andrew C. Butler; Henry L. Roediger III
Pages 514 – 527
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Test format and corrective feedback modify the effect of testing on long-term retention
Sean H. K. Kang;  Kathleen B. McDermott; Henry L. Roediger III
Pages 528 – 558
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Improving students’ self-evaluation of learning for key concepts in textbook materials
Katherine A. Rawson; John Dunlosky
Pages 559 – 579
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Retrieval-induced forgetting in educational contexts: Monitoring, expertise, text integration, and test format
Marie Carroll;  Jonathan Campbell-Ratcliffe;  Hannah Murnane; Timothy Perfect
Pages 580 – 606
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The effects of selective attention on perceptual priming and explicit recognition in children with attention deficit and normal children
Soledad Ballesteros;  José M. Reales; Beatriz García
Pages 607 – 627
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Strategic knowledge and consistency in students with good and poor study skills
Chiara Meneghetti;  Rossana De Beni; Cesare Cornoldi
Pages 628 – 649
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The role of test anxiety in absolute and relative metacomprehension accuracy
Michael T. Miesner; Ruth H. Maki
Pages 650 – 670
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Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise
Anique B. H. de Bruin;  Remy M. J. P. Rikers; Henk G. Schmidt
Pages 671 – 688
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Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy
William L. Kelemen;  Robert G. Winningham; Charles A. Weaver III
Pages 689 – 717
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How many questions should I answer? Using bias profiles to estimate optimal bias and maximum score on formula-scored tests
Philip A. Higham; Michelle M. Arnold
Pages 718 – 742
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A cognitive-science based programme to enhance study efficacy in a high and low risk setting
Janet Metcalfe;  Nate Kornell; Lisa K. Son
Pages 743 – 768
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