The Cambridge Handbook of Cognition and Education

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The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks (2020, background): “Despite a large body of research on interventions to improve monitoring accuracy across a variety of learning tasks, there are relatively few interventions that were actually shown to affect learning outcomes (Hacker and Bol 2019).”
Reflections on the field of metacognition: issues, challenges, and opportunities (2020, background): “Despite these global principles, there are a few notable examples in math (Kramarski and Michalsky 2013), writing (Hacker 2018; Harris and Graham 2017) and reading (Griffin et al. 2019), but the instruction of metacognition remains largely unexplored.”
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms (2019, background): “…are increasingly urging educators to apply retrieval practice in the classroom (Agarwal and Bain 2019; Brown et al. 2014; Butler and Carpenter 2015; Dunlosky and Rawson 2019; Fazio and Marsh 2019; Karpicke et al. 2016; Nunes and Karpicke 2015; Roediger and Butler 2011; Weinstein et al. 2018).”