Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Filters

Michelle L Rivers

Showing results (1-10 of 11) with videos related to

Pageof 2
Sort By:
Journal of Intelligence|July 28, 2023
Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing EffectMichelle L Rivers
Journal of Experimental Psychology. Learning, Memory, and Cognition|September 17, 2020
Are test-expectancy effects better explained by changes in encoding strategies or differential test experience?Michelle L Rivers, John Dunlosky
Memory & Cognition|January 13, 2023
Metacognitive awareness of the pretesting effect improves with self-regulation supportSteven C Pan, Michelle L Rivers
Memory (Hove, England)|September 12, 2022
What constrains people's ability to learn about the testing effect through task experience?Michelle L Rivers, John Dunlosky, Mason McLeod
Psychonomic Bulletin & Review|April 4, 2018
The influence of making judgments of learning on memory performance: Positive, negative, or both?Jessica L Janes, Michelle L Rivers, John Dunlosky
American Journal of Pharmaceutical Education|June 25, 2020
Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential SettingsMichelle L Rivers, John Dunlosky, Adam M Persky
Memory (Hove, England)|October 12, 2021
Investigating memory reactivity with a within-participant manipulation of judgments of learning: support for the cue-strengthening hypothesisMichelle L Rivers, Jessica L Janes, John Dunlosky
Behavioral Sciences (Basel, Switzerland)|April 26, 2025
Point Values on Scoring Rubrics Influence Self-Regulated Learning for STEM MaterialMorgan D Shumaker, Michelle L Rivers, Sarah K Tauber
Behavioral Sciences (Basel, Switzerland)|April 26, 2025
The Role of Answer Justification in Multiple-Choice Testing: Effects on Performance and Metacognitive AccuracySpenser A Clark, Michelle L Rivers, Acacia L Overono
Memory & Cognition|May 12, 2023
Judgments of learning enhance recall for category-cued but not letter-cued itemsMichelle L Rivers, John Dunlosky, Jessica L Janes, et al.
Pageof 2

Showing results (1-10 of 11) with videos related to

Sort By:
Pageof 2
Journal of Intelligence|July 28, 2023
Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing EffectMichelle L Rivers
Journal of Experimental Psychology. Learning, Memory, and Cognition|September 17, 2020
Are test-expectancy effects better explained by changes in encoding strategies or differential test experience?Michelle L Rivers, John Dunlosky
Memory & Cognition|January 13, 2023
Metacognitive awareness of the pretesting effect improves with self-regulation supportSteven C Pan, Michelle L Rivers
Memory (Hove, England)|September 12, 2022
What constrains people's ability to learn about the testing effect through task experience?Michelle L Rivers, John Dunlosky, Mason McLeod
Psychonomic Bulletin & Review|April 4, 2018
The influence of making judgments of learning on memory performance: Positive, negative, or both?Jessica L Janes, Michelle L Rivers, John Dunlosky
American Journal of Pharmaceutical Education|June 25, 2020
Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential SettingsMichelle L Rivers, John Dunlosky, Adam M Persky
Memory (Hove, England)|October 12, 2021
Investigating memory reactivity with a within-participant manipulation of judgments of learning: support for the cue-strengthening hypothesisMichelle L Rivers, Jessica L Janes, John Dunlosky
Behavioral Sciences (Basel, Switzerland)|April 26, 2025
Point Values on Scoring Rubrics Influence Self-Regulated Learning for STEM MaterialMorgan D Shumaker, Michelle L Rivers, Sarah K Tauber
Behavioral Sciences (Basel, Switzerland)|April 26, 2025
The Role of Answer Justification in Multiple-Choice Testing: Effects on Performance and Metacognitive AccuracySpenser A Clark, Michelle L Rivers, Acacia L Overono
Memory & Cognition|May 12, 2023
Judgments of learning enhance recall for category-cued but not letter-cued itemsMichelle L Rivers, John Dunlosky, Jessica L Janes, et al.
Pageof 2