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Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory (2024)

First Author: Zheng J

Attributed to: Enhancing learning through testing: Investigating the practical uses and theoretical understanding of the forward testing effect. funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1007/s11409-024-09382-1

Publication URI: http://dx.doi.org/10.1007/s11409-024-09382-1

Type: Journal Article/Review

Parent Publication: Metacognition and Learning

Issue: 2