metacognition

Michalsky, T., & Bakrish, H.‪ (2024). Contribution of metacognitive questions to accuracy of judgment of learning in a digital environment. Heliyon, 10(21). https://doi.org/10.1016/j.heliyon.2024.e40055

Apelboim-Dushnitzky, G., & Shamir A. (2024). Promoting emergent literacy skills among children at risk for specific learning disorder: general vs.‪ Specific vs.‪ Combined metacognitive interventions. European Journal of Special Needs Education, 17p. https://doi.org/10.1080/08856257.2024.2354604

Maor, R.‪, Levi, R.‪, Mevarech, Z.‪, Paz-Baruch, N.‪, Grinshpan, N.‪, Milman, A.‪, Shlomo, S.‪, & Zion, M.‪ (2023)‪.‪ Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic.‪ Learning Environments Research, 26(3)‪, 803–822.‪ https://doi.‪org/10.‪1007/s10984-023-09455-z

Maor, R.‪, Paz-Baruch, N.‪, Grinshpan, N.‪, Milman, A.‪, Mevarech, Z.‪, Levi, R.‪, Shlomo, S.‪, & Zion, M.‪ (2023)‪.‪ Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings.‪ Thinking Skills & Creativity, 50,‪ https://doi.‪org/10.‪1016/j.‪tsc.‪2023.‪101425

Murphy, D.H, Halamish, V., Rhodes, M.G, & Castel, A.D.‪(2023). How evaluating memorability can lead to Unintended Consequences.‪ Metacognition and Learning.‪ January 2023,1-29.‪ doi:10.‪1007/s11409-023-09332-3

Halamish, V.‪, & Elias, D.‪ (2022)‪.‪ Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect.‪ Computers & Education, 190.‪ https://doi.‪org/10.‪1016/j.‪compedu.‪2022.‪104606

Halamish, V. (2018)

Pre-service and in-service teachers' metacognitive knowledge of learning strategies. Frontiers in Psychology, 9, DOI: 10.3389/fpsyg.2018.02152

Gidalevich, S., & Kramarski, B. (2017)

Guidance for metacognitive judgments: A thinking-aloud analysis inmath problem solving. Hellenic Journal of Psychology, 14(2):83-113

Spektor-Levy, O., Basilio, M., Zachariou, A., & Whitebread, D. (2017)

Young Children’s Spontaneous Manifestation of Self-Regulation and Metacognition During Constructional Play Tasks. Teachers College Record, 119(13), 1-28 

Tzohar-Rozen, M., &  Kramarski, B. (2017)

Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record,119(13), 1-26 

Adler,I., Zion, M. & Mevarech, Z.R. (2016)

The Effect of Explicit Environmentally Oriented Metacognitive Guidance and Peer Collaboration on Students’ Expressions of Environmental Literacy. Journal of Research In Science Teaching, 53(4) 620-663.

Schiff, R., Sasson, A., Nuri, Y. & Ben-Artzi, E. (2016)

The Efficiency of Metacognitive and Metalinguistic Awareness in Word Spelling Among Hebrew .Speaking Children with SLI: An Intervention Study. In R. Schiff & R. Malatesha Joshi (Eds.). Interventions  in Learning Disabilities; A Handbook on Systematic Training Programs for Individuals with Learning Disabilities (pp, 67-89). Cham : Springer International Publishing

Soderstrom, N., Clark, C. T., Halamish, V. & Bjork, E. L. (2015)

Judgments of learning as memory modifiers.  Journal of Experimental Psychology 41(2), 553-558

Zion, M., Adler, I. & Mevarech, Z. (2015)

The Effect of Individual and Social Metacognitive Support on Students’ Metacognitive Performances in an Online Discussion. Journal of Educational Computing Research, 52(1), 50–87

Kramarski, B. and Friedman, S. (2014)

Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem-Solving Using Multimedia. Journal of Educational Computing Research, 50(3), 285-314

Mevarech, Z. and Kramarski, B. (2014)

Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies. Educational research and innovation. Paris : OECD

Tzohar-Rozen, M. and Kramarski, B.(2014)

Metacognition, Motivation, and Emotions:Contribution of Self-Regulated Learning to Solving Mathematical Problems. Global Education Review 1(4), 76-95

Kramarski, B., & Michalsky, T. (2013)

Student and teacher perspectives on IMPROVE self-regulation prompts  in web-based learning. In R. Azevedo, & V. Aleven, (Eds). International Handbook of Metacognition and Learning Technologies (pp. 35-51). New York : Springer

Shamir, A. & Lifshitz, I. (2013)

E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference? European journal of special needs education, 28(1),  33-48.

Shamir, A. (2013)

Cognitive Education in the Digital Age: Bridging the Gap Between Theory and Practice. Journal of Cognitive Education and Psychology, 12(1),  96-107

Halamish, V., McGillivray, S. & Castel, A. D. (2011)

Monitoring One's Own Forgetting in Younger and Older Adults. Psychology and Aging, 26(3), 631-635

Kramarski, B., Weiss, I., & Kololshi-Minsker, I. (2010).

How can self- regulated learning (SRL) support problem solving of third-grade students with mathematics anxiety? ZDM - The International Journal on Mathematics Education, 42(2), 179-193.

Kramarski, B. (2009).

Developing a pedagogical problem solving view among mathematics  teachers with  two reflection programs. International Electronic Journal of Elementary Education , 2 (1),138-153.

Kramarski, B., & Michalsky, T. (2009).

Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15 (5), 465-490.

Kramarski, B., & Dudai, V. (2009).

Group-metacognitive support for online inquiry in mathematics with differential self-questioning. Journal of Educational Computing Research, 40 (4), 365-392.