J Metcalfe

Summary

Affiliation: Columbia University
Country: USA

Publications

  1. ncbi request reprint A hot/cool-system analysis of delay of gratification: dynamics of willpower
    J Metcalfe
    Department of Psychology, Columbia University, New York, New York 10027, USA
    Psychol Rev 106:3-19. 1999
  2. ncbi request reprint The dynamics of learning and allocation of study time to a region of proximal learning
    Janet Metcalfe
    Dept of Psychology, Columbia University, New York, NY 10027, USA
    J Exp Psychol Gen 132:530-42. 2003
  3. ncbi request reprint Errors committed with high confidence are hypercorrected
    B Butterfield
    Department of Psychology, Columbia University, New York, New York 10027, USA
    J Exp Psychol Learn Mem Cogn 27:1491-4. 2001
  4. ncbi request reprint Metacognitive and control strategies in study-time allocation
    L K Son
    Department of Psychology, Columbia University, New York, New York 10027, USA
    J Exp Psychol Learn Mem Cogn 26:204-21. 2000
  5. ncbi request reprint Feelings and judgments of knowing: is there a special noetic state?
    J Metcalfe
    Department of Psychology, Columbia University, New York, New York, 10027, USA
    Conscious Cogn 9:178-86; discussion 193-202. 2000
  6. pmc Objective metamemory testing captures awareness of deficit in Alzheimer's disease
    Stephanie Cosentino
    Cognitive Neuroscience Division, Taub Institute, Columbia University Medical Center, New York, NY 10032, USA
    Cortex 43:1004-19. 2007
  7. ncbi request reprint Principles of cognitive science in education: the effects of generation, errors, and feedback
    Janet Metcalfe
    Department of Psychology, Columbia University, New York, New York 10027, USA
    Psychon Bull Rev 14:225-9. 2007
  8. ncbi request reprint Metacognition of agency
    Janet Metcalfe
    Department of Psychology, Columbia University, New York, NY 10027, USA
    J Exp Psychol Gen 136:184-99. 2007
  9. ncbi request reprint Study efficacy and the region of proximal learning framework
    Nate Kornell
    Department of Psychology, Columbia University, New York, NY, USA
    J Exp Psychol Learn Mem Cogn 32:609-22. 2006
  10. ncbi request reprint Judgments of learning: evidence for a two-stage process
    Lisa K Son
    Department of Psychology, Barnard College, New York, New York 10027, USA
    Mem Cognit 33:1116-29. 2005

Detail Information

Publications15

  1. ncbi request reprint A hot/cool-system analysis of delay of gratification: dynamics of willpower
    J Metcalfe
    Department of Psychology, Columbia University, New York, New York 10027, USA
    Psychol Rev 106:3-19. 1999
    ..The interactions between these systems allow explanation of findings on willpower from 3 decades of research...
  2. ncbi request reprint The dynamics of learning and allocation of study time to a region of proximal learning
    Janet Metcalfe
    Dept of Psychology, Columbia University, New York, NY 10027, USA
    J Exp Psychol Gen 132:530-42. 2003
    ..On the basis of the information uptake functions, a negative spacing effect was predicted and observed in the final experiment. Overall, the results favored the region of proximal learning framework...
  3. ncbi request reprint Errors committed with high confidence are hypercorrected
    B Butterfield
    Department of Psychology, Columbia University, New York, New York 10027, USA
    J Exp Psychol Learn Mem Cogn 27:1491-4. 2001
    ....
  4. ncbi request reprint Metacognitive and control strategies in study-time allocation
    L K Son
    Department of Psychology, Columbia University, New York, New York 10027, USA
    J Exp Psychol Learn Mem Cogn 26:204-21. 2000
    ..In Experiment 3, under high time pressure, people preferred studying judged-easy sonnets; under moderate time pressure, they showed no preference. These results provide new evidence against extant theories of study-time allocation...
  5. ncbi request reprint Feelings and judgments of knowing: is there a special noetic state?
    J Metcalfe
    Department of Psychology, Columbia University, New York, New York, 10027, USA
    Conscious Cogn 9:178-86; discussion 193-202. 2000
    ..A case is made for further consideration of the scientific merits of the direct-access view of the noetic feelings people experience in imminent tip-of-the-tongue (TOT) states...
  6. pmc Objective metamemory testing captures awareness of deficit in Alzheimer's disease
    Stephanie Cosentino
    Cognitive Neuroscience Division, Taub Institute, Columbia University Medical Center, New York, NY 10032, USA
    Cortex 43:1004-19. 2007
    ....
  7. ncbi request reprint Principles of cognitive science in education: the effects of generation, errors, and feedback
    Janet Metcalfe
    Department of Psychology, Columbia University, New York, New York 10027, USA
    Psychon Bull Rev 14:225-9. 2007
    ..These answers may help put cognitive scientists in a better position to put their well-established principles in the service of children's learning...
  8. ncbi request reprint Metacognition of agency
    Janet Metcalfe
    Department of Psychology, Columbia University, New York, NY 10027, USA
    J Exp Psychol Gen 136:184-99. 2007
    ..People knew, separably from their objective or judged performance, when they were in control and when they were not. These results indicate that people can sensitively monitor their own agency...
  9. ncbi request reprint Study efficacy and the region of proximal learning framework
    Nate Kornell
    Department of Psychology, Columbia University, New York, NY, USA
    J Exp Psychol Learn Mem Cogn 32:609-22. 2006
    ....
  10. ncbi request reprint Judgments of learning: evidence for a two-stage process
    Lisa K Son
    Department of Psychology, Barnard College, New York, New York 10027, USA
    Mem Cognit 33:1116-29. 2005
    ..To account for these data, we propose a two-stage model of JOLs, with the first stage occurring prior to attempted retrieval...
  11. ncbi request reprint Delaying judgments of learning affects memory, not metamemory
    Daniel R Kimball
    Columbia University, New York, New York, USA
    Mem Cognit 31:918-29. 2003
    ..When we eliminated differences in spaced study by reexposing word pairs following their JOLs, the delayed-JOL effect disappeared, supporting the memory hypothesis...
  12. ncbi request reprint Is study time allocated selectively to a region of proximal learning?
    Janet Metcalfe
    Department of Psychology, Columbia University, New York, New York 10027, USA
    J Exp Psychol Gen 131:349-63. 2002
    ..These findings are in opposition to the discrepancy reduction model and support the region of proximal learning hypothesis...
  13. ncbi request reprint Evidence that judgments of learning are causally related to study choice
    Janet Metcalfe
    Department of Psychology, Columbia University, New York, New York 10027, USA
    Psychon Bull Rev 15:174-9. 2008
    ..We concluded that JOLs-what people believe they know-directly influence people's study choices...
  14. ncbi request reprint The role of memory for past test in the underconfidence with practice effect
    Bridgid Finn
    Department of Psychology, Columbia University, New York, NY 10027, USA
    J Exp Psychol Learn Mem Cogn 33:238-44. 2007
    ..Delayed JOLs showed the reverse. Furthermore, items forgotten on Trial 1 but remembered on Trial 2 contributed disproportionately to UWP, but only with immediate JOLs...
  15. ncbi request reprint Effects of intranasal methamphetamine on metacognition of agency
    Matthew G Kirkpatrick
    Department of Psychology, Columbia University, New York, NY, USA
    Psychopharmacology (Berl) 197:137-44. 2008
    ..This study evaluated the acute effects of intranasal methamphetamine on a computerized task measuring metacognition of agency...