Kayla Morehead

Kayla Morehead
Kent State University | KSU · Department of Psychology

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8
Publications
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Introduction

Publications

Publications (8)
Article
Does excellent monitoring of learning support improvements in subsequent relearning? Although some studies answer this question affirmatively, others have suggested that excellent monitoring may not matter. Accordingly, we address the question, when will highly accurate monitoring judgments benefit restudy? According to the contingent-efficacy hypo...
Article
We investigated whether three interventions – studying incorrect worked examples, studying correct worked examples, or receiving feedback – improved children’s 0–1,000 (Experiment 1) and adults’ 1 thousand–1 billion (Experiment 2) number-line estimation precision relative to a no intervention control group. At pretest, participants estimated number...
Article
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Many students use laptops to take notes in classes, but does using them impact later test performance? In a high-profile investigation comparing note-taking writing on paper versus typing on a laptop keyboard, Mueller and Oppenheimer (Psychological Science, 25, 1159–1168, 2014) concluded that taking notes by longhand is superior. We conducted a dir...
Article
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Students rely on their notes to memorise and learn critical course content, and recent studies of note-taking state that most students take notes, citing a survey published in 1974. Over the past four decades, classrooms and note-taking technologies have evolved: students can take notes on electronic devices, and some classes are entirely online. D...
Article
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When study is spaced across sessions (versus massed within a single session), final performance is greater after spacing. This spacing effect may have multiple causes, and according to the mediator hypothesis, part of the effect can be explained by the use of mediator-based strategies. This hypothesis proposes that when study is spaced across sessi...
Article
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Although research has established that people can accurately judge how well they have learned categories, no research has examined whether people use their category-learning judgments (CLJs) to regulate their restudy of natural categories. Thus, in five experiments we investigated the relationship between people’s CLJs and selections of categories...
Article
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Students' self-reported study skills and beliefs are often inconsistent with empirically supported (ES) study strategies. However, little is known regarding instructors' beliefs about study skills and if such beliefs differ from those of students. In the current study, we surveyed college students' and instructors' knowledge of study strategies and...

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