@article{oai:niit.repo.nii.ac.jp:00000219,
 author = {橋本, 圭子},
 journal = {新潟工科大学研究紀要},
 month = {Dec},
 note = {This article discusses metamemory, or awareness of one’s own memory, and its effects on learning processes. Previous studies on metamemory have shown that it is not easy for us to have correct knowledge of the state of our own memory or to make an accurate prediction of our future performance. There are often discrepancies between our awareness of memory and what we can actually do. It has also become clear that either strategies for memory enhancement that have been claimed to be effective by conventional learning theories or those in agreement with our intuitive perceptions are not necessarily correct in reality. This paper reviewed these issues related to metamemory in recent research development?that is, the effects of augmented feedback on learning, especially those of frequency of knowledge of results (KR), the massed vs. spaced practice effect, the testing effect, and learners’ confidence-judgment accuracy.},
 pages = {107--126},
 title = {記憶における気づき : メタ記憶の錯覚},
 volume = {17},
 year = {2012}
}