Arbuckle, T. Y., & Cuddy, L. L. (1969). Discrimination of item strength at time of presentation. Journal of Experimental Psychology, 81(1), 126-131.
Battro,Antonio M., Fischer, Kurt W., & Pierre J. Le´na(2008). The Educated Brain:Essays in Neuroeducation. Cambridge University Press.
BjorkRA,BjorkEL.1992.A new theory of disuse and an old theory of stimulus ﬂuctuation.In From Learning Processes to Cognitive Processes: Essays in Honor of William K. Estes, ed. A Healy, S Kosslyn, R Shiffrin, vol.2,pp.35–67.Hillsdale,NJ:Erlbaum.
Bjork, Robert,A Dunlosky,John, and Kornell Nate (2013). Self-RegulatedLearning: Beliefs,Techniques, andIllusions. The Annual Review of Psychology.64:417–44.
Carpenter SK. 2011. Semantic information activated during retrieval contributes to later retention: support for the mediator effectiveness hypothesis of the testing effect. J. Exp. Psychol.: Learn. Mem. Cogn. 37:1547–52.
CepedaNJ,Pashler,VulE,WixtedJT,RohrerD.2006.Distributed practice in verbal recall tasks:a review and quantitative synthesis.Psychol.Bull.132:354–80.
Cooper, S.J. (2005). Donald O. Hebb’s synapse and learning rule: a history and commentary. Neuroscience and Biobehavioural Reviews, 28, 851-874.
Cred´e M, Phillips L. 2011. A meta-analytic review of the motivated strategies for learning questionnaire.Learn. Individ. Differ. 21:337–46.
De Wit S & Dickinson A (2009). Associative theories of goal-directed behaviour: a case for animal-human translational models. Psychol Res 73(4), 463–76.
Dunlosky,J., Serra, M., & Baker,J. M.C. (2007). Metamemory. In F.Durso Et Al. (2nd Edtion) Handbook Of Applied Cognition. New York: Wiley.
Dunlosky,John &, Metacalf, Janet (2009).Metacognition.Sage Publication.
Hacker,Douglas J; Dunlosky,John and Graesser, Arthur, C. (2009). Handbook of Metacognition in Education. New York: Routledge.
Hart JT. 1965. Memory and the feeling-of-knowing experience. J. Educ. Psychol. 56:208–16
Hartwig MK, Dunlosky J. 2012. Study strategies of college students: Are self-testing and scheduling related toachievement.Psychon.Bull.Rev.19:126–34.
Hebb D (1949). The Organization of Behavior. Wiley, New York.
Hernandez AE & Li P (2007). Age of acquisition: Its neural and computational mechanisms. Psychological Bulletin. 133(4), 638–650.
Hogarth L, Chase HW, & Baess K (2010). Impaired goal-directed behavioural control in human impulsivity. Q J Exp Psychol 10:1–12.
Gaser C & Schlaug G (2003). Brain Structures Differ between Musicians and Non-Musicians. Journal of Neuroscience 23(27), 9240–9245.
Hartwig MK, Dunlosky J. 2012. Study strategies of college students: Are self-testing and scheduling related to achievement? Psychon. Bull. Rev. 19:126–34.
Karpicke JD, Butler AC, RoedigerH. 2009. Metacognitive strategies in student learning: Do students practice retrieval when they study on their own. Memory 17:471–79
Kornell, N, Bjork, RA(2007).The promise and perils of self-regulated study.Psychon.Bull.Rev.6:219–24.
Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition. In D. R. Griffin(Ed.), Animal mind—human mind (pp. 201–224). New York: Springer-Verlag.
Koriat, A., Ma’ayan, H., & Nussinson, R. (2006). The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior. Journal of Experimental Psychology: General, 135, 36–69. doi:10.1037/0096-34126.96.36.199.
Olusola O. Adesope, Dominic A. Trevisan,Narayankripa Sundararajan(2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 87(3), 659– 701
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513.
McCabe JA. 2011. Metacognitive awareness of learning strategies in undergraduates. Mem. Cogn. 39:462–76.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (2): 81–97.
Nelson TO, Narens L. 1990. Metamemory: a theoretical framework and new ﬁndings. In The Psychology of LearningandMotivation,vol.26,ed.GHBower ,pp.125–73.NewYork:Academic.
Nelson, T. O. & Dunlosky, J. (1991). When people’s judgments of learning (JOLs) are extremelyAccurate at predicting subsequent recall: The “delayed JOL effect.” Psychological Science, 2,267–270.
Nelson, T. O. & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1–27). Cambridge, MA: MIT Press.
Papert, S. (1979). Mindstorms: Children, Computers and Powerful Ideas. New York: Basic Books.
PashlerH,McDanielM,RohrerD,BjorkRA.2009.Learning styles: concepts and evidence. Psychol. Sci. Public Interest3:105–19.
Pintrich PR, Smith DAF, Garcia T, McKeachie WJ. 1993. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educ. Psychol. Meas. 53:801–3
Prickaerts, J., Koopmans, G., Blokland, A., & Scheepens, A. (2004). Learning and adult neurogenesis: Survival with or without proliferation. Neurobiology of Learning and Memory, 81, 1-11.
Pyc MA, Rawson KA. 2010. Why testing improves memory: mediator effectiveness hypothesis. Science 330:335
Pyc MA, Rawson KA. 2012. Why is test–restudy practice beneficial for memory. An evaluation of the mediator shift hypothesis. J. Exp. Psychol.: Learn. Mem. Cogn. 38:737–46.
Roediger HL, Karpicke JD. 2006. The power of testing memory: basic research and implications for educational practice. Perspect. Psychol. Sci. 1:181–210.
Schwartz BL, Benjamin AS, Bjork RA. 1997. The inferential and experiential basis of metamemory. Curr. Dir.Psychol. Sci. 6:132–37.
Schwieren, J., Barenberg, J., & Dutke, S. (2017). The testing effect in the psychology classroom: A meta-analytic perspective. Psychology Learning & Teaching, 16(2), 179-196.
Smith SM, Rothkopf EZ. (1984). Contextual enrichment and distribution of practice in the classroom. Cogn. Instr.1:341–58.
Shohamy, D., Myers, C.E., Kalanithi, J., & Gluck, M.A. (2008). Basal ganglia and dopamine contributions to probabilistic category learning. Neuroscience and Biobehavioral Reviews, 32, 219-236.
Son Lisa K.& Sethib, Rajiv(2006). Metacognitive Control and Optimal Learning. Cognitive Science (30). 759–774.
Vaughn KE, Rawson KA. 2011. Diagnosing criterion-level effects on memory: What aspects of memory are enhanced by repeated retrieval? Psychol. Sci. 22:1127–31.
Wissman KT, Rawson KA, Pyc MA. 2012. How and when do students use flashcards. Memory. 6:568–79.
Yang, C., Sun, B. & Shanks, D.R. Mem Cogn (2017). The anchoring effect in metamemory monitoring. Memory & Cognition
Zaromb FM, Roediger H. 2010. The testing effect in free recall is associated with enhanced organizational processes. Mem. Cogn. 38:995–1008.