Nicholas C Soderstrom
Biographic Data
| ID | 7496037 |
|---|---|
| NAME | Nicholas C Soderstrom |
| GIVEN NAMES | Nicholas C |
| FAMILY NAME | Soderstrom |
| SIGNATURE | SODERSTROM N C |
| AFFILIATIONS | Montana State University |
| ORCID | 0009-0008-6698-5400 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Making judgments of learning (JOLs) for oneself versus others
A judgment of learning (JOL) refers to an individual’s evaluation and prediction of their own learning. Converging evidence suggests that making JOLs is an inferential process, with individuals basing their judgments on a variety of cues that may or may not be diagnostic of future performance. Compared to such JOLs for oneself, considerably less is known about making JOLs for others , but the existing evidence on this topic also supports an infer…
Collaborative review enhances note-taking, especially after a longer delay, but does not boost test performance
The present study replicated and extended prior research by comparing the effects of reviewing notes in groups vs. reviewing notes individually on individual final test performance. We also examined the potential interaction between reviewing delay and reviewing methods. Finally, students completed a questionnaire, the results of which reveal how students perceive the effectiveness of group vs. individual reviewing methods. In this experiment, st…
Learning Versus Performance
The primary goal of instruction should be to facilitate long-term learning—that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer. During the instruction or training process, however, what we can observe and measure is performance, which is often an unreliable index of whether the relatively long-term changes that constitute learning have taken pl…
No prominent works on this page.
Learning Versus Performance
The primary goal of instruction should be to facilitate long-term learning—that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer. During the instruction or training process, however, what we can observe and measure is performance, which is often an unreliable index of whether the relatively long-term changes that constitute learning have taken pl…
Collaborative review enhances note-taking, especially after a longer delay, but does not boost test performance
The present study replicated and extended prior research by comparing the effects of reviewing notes in groups vs. reviewing notes individually on individual final test performance. We also examined the potential interaction between reviewing delay and reviewing methods. Finally, students completed a questionnaire, the results of which reveal how students perceive the effectiveness of group vs. individual reviewing methods. In this experiment, st…
Making judgments of learning (JOLs) for oneself versus others
A judgment of learning (JOL) refers to an individual’s evaluation and prediction of their own learning. Converging evidence suggests that making JOLs is an inferential process, with individuals basing their judgments on a variety of cues that may or may not be diagnostic of future performance. Compared to such JOLs for oneself, considerably less is known about making JOLs for others , but the existing evidence on this topic also supports an infer…
Extant taxon (2 works) · Memory Processes and Influences (2 works) · Metacognition (2 works) · Action Observation and Synchronization (1 work) · Child and Animal Learning Development (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Cognitive science (1 work) · Comprehension (1 work) · Computer Science (1 work)