Claims

Individual learners' self-awareness and metacognition of spaced practice is a distinct focus within spacing research

Claim · All claims
Evidence · 1 study · theoretical r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Spacing research includes a strand focused on individual learners' self-awareness or metacognition of spaced practice. → Pooja K. Agarwal 2012

Evidence

Pooja K. Agarwal 2012

Pooja K. Agarwal. (2012). Advances in Cognitive Psychology Relevant to Education: Introduction to the Special Issue. Educational Psychol Rev (2012) 24:353–354. https://doi.org/10.1007/s10648-012-9212-0

q2 · i? · theoretical · r1

The introduction previews Son and Simon's article, which discusses spacing "while focusing on individual learners and their self-awareness or metacognition of spaced practice," complementing the schedule-focused spacing reviews.

"In a related vein, Lisa Son and Dominic Simon also discuss spacing, while focusing on individual learners and their self-awareness or metacognition of spaced practice."

Discussion

Page metadata
Field Value
type claim
id metacognition-of-spaced-practice-learner-self-awareness
title Individual learners' self-awareness and metacognition of spaced practice is a distinct focus within spacing research
description Individual learners' self-awareness and metacognition of spaced practice is a distinct focus within spacing research
status review
evidence_strength weak
newest_evidence 2012
generated by process:wiki-ingest on 2026-10-22
trust unverified — no one has confirmed this page's content
sources 1 — pooja-k-agarwal-2012

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