People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Journal articles
Jang, Y., and Nelson, T.O. (2005). How Many Dimensions Underlie Judgments of Learning and Recall? Evidence From State-Trace Methodology. Journal of Experimental Psychology: General, 134(3): 308-326.
Nelson, T.O., Narens, L., and Dunlosky, J. (2004). A Revised Methodology for Research on Metamemory: Pre-Judgment Recall and Monitoring (PRAM). Psychological Methods, 9(1): 53-69.
Richards, R.M., and Nelson, T.O. (2004). Effect of the Difficulty of Prior Items on the Magnitude of Judgments of Learning for Subsequent Items. American Journal of Psychology, 117(1): 81-91.
Scheck, P., and Nelson, T.O. (2005). Lack of Pervasiveness of the Underconfidence-With-Practice Effect: Boundary Conditions and an Explanation via Anchoring. Journal of Experimental Psychology: General, 134(1): 124-128.
Scheck, P., Meeter, M., and Nelson, T.O. (2004). Anchoring Effects in the Absolute Accuracy of Immediate Versus Delayed Judgments of Learning.
Van Overschelde, J.P., and Nelson, T.O. (2006). Delayed Judgments of Learning Cause Both a Decrease in Absolute Accuracy (Calibration) and an Increase in Relative Accuracy (Resolution). Memory and Cognition, 34: 1527-1538.
Supplemental information
The research sample for the initial development of the model includes university students of all races and family income levels. The researchers are then conducting studies designed to evaluate the efficacy of the new computer model in a wide range of educational settings, which will include students in primary schools, middle schools, and university foreign-language courses. The researchers are randomly assigning students at each of these levels to use either the new computer model or the baseline model from which the new model was developed to see if the use of the new model produces significantly better student learning.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
