Rakefet Ackerman
Cited by
Cited by
Metacognitive regulation of text learning: on screen versus on paper.
R Ackerman, M Goldsmith
Journal of experimental psychology: Applied 17 (1), 18, 2011
Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension
P Delgado, C Vargas, R Ackerman, L Salmerón
Educational Research Review 25, 23-38, 2018
The role of answer fluency and perceptual fluency as metacognitive cues for initiating analytic thinking
VA Thompson, JAP Turner, G Pennycook, LJ Ball, H Brack, Y Ophir, ...
Cognition 128 (2), 237-251, 2013
Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure
R Ackerman, T Lauterman
Computers in human behavior 28 (5), 1816-1828, 2012
Meta-reasoning: Monitoring and control of thinking and reasoning
R Ackerman, VA Thompson
Trends in Cognitive Sciences 21 (8), 607-617, 2017
Overcoming screen inferiority in learning and calibration
T Lauterman, R Ackerman
Computers in Human Behavior 35, 455-463, 2014
The memorizing effort heuristic in judgments of learning: A developmental perspective
A Koriat, R Ackerman, K Lockl, W Schneider
Journal of Experimental Child Psychology 102 (3), 265-279, 2009
Metacognition and mindreading: Judgments of learning for self and other during self-paced study
A Koriat, R Ackerman
Consciousness and cognition 19 (1), 251-264, 2010
Control over grain size in memory reporting--With and without satisficing knowledge.
R Ackerman, M Goldsmith
Journal of Experimental Psychology: Learning, Memory, and Cognition 34 (5), 1224, 2008
Disfluent fonts don’t help people solve math problems.
A Meyer, S Frederick, TC Burnham, JD Guevara Pinto, TW Boyer, LJ Ball, ...
Journal of Experimental Psychology: General 144 (2), e16, 2015
Choice latency as a cue for children’s subjective confidence in the correctness of their answers
A Koriat, R Ackerman
Developmental science 13 (3), 441-453, 2010
The diminishing criterion model for metacognitive regulation of time investment.
R Ackerman
Journal of experimental psychology: General 143 (3), 1349, 2014
The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: A developmental perspective.
A Koriat, R Ackerman, S Adiv, K Lockl, W Schneider
Journal of Experimental Psychology: General 143 (1), 386, 2014
The persistence of the fluency–confidence association in problem solving
R Ackerman, H Zalmanov
Psychonomic bulletin & review 19 (6), 1187-1192, 2012
Meta-reasoning: what can we learn from meta-memory?
R Ackerman, VA Thompson
Reasoning as memory, 178-196, 2014
Understanding metacognitive inferiority on screen by exposing cues for depth of processing
Y Sidi, M Shpigelman, H Zalmanov, R Ackerman
Learning and Instruction 51, 61-73, 2017
Judgments of learning depend on how learners interpret study effort.
A Koriat, R Nussinson, R Ackerman
Journal of Experimental Psychology: Learning, Memory, and Cognition 40 (6), 1624, 2014
Excluding students from classroom: Teacher techniques that promote student responsibility
S Romi, J Roache
Teaching and Teacher Education 28 (6), 870-878, 2012
The easily learned, easily remembered heuristic in children
A Koriat, R Ackerman, K Lockl, W Schneider
Cognitive Development 24 (2), 169-182, 2009
The effect of concrete supplements on metacognitive regulation during learning and open‐book test taking
R Ackerman, D Leiser
British Journal of Educational Psychology 84 (2), 329-348, 2014
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