Teaching older adults to use retrieval practice improves their self-regulated learning.

Retrieval practice can reduce associative memory deficits for older adults but they underutilize this potent learning tool during self-regulated learning. The current experiment investigated whether teaching older adults to use retrieval practice more can improve their self-regulated learning. Younger and older adults made decisions about when to study, how often to engage in retrieval practice, and when to stop learning a list of medication-side effect pairs.

Emerging Trends in Research on Self-Regulated Learning and Implications for Education: An Introduction to the Special Issue.

Students in higher education face a multitude of challenges when gaining and refining their knowledge [...

Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions?

Learning complex concepts is necessary for student success, but it is often challenging. Learning such concepts can be influenced by students' study order choices during learning to switch to a new category (interleaved study order) or stay within the same category (blocked study order). Students often prefer stay decisions during learning and make relatively few switch decisions; however, an open question is whether students' switch decisions are related to their level of prior knowledge in the domain and the learning strategy they use (retrieval practice versus study).

Pan-cancer analyses reveal cancer-type-specific fungal ecologies and bacteriome interactions.

Cancer-microbe associations have been explored for centuries, but cancer-associated fungi have rarely been examined. Here, we comprehensively characterize the cancer mycobiome within 17,401 patient tissue, blood, and plasma samples across 35 cancer types in four independent cohorts. We report fungal DNA and cells at low abundances across many major human cancers, with differences in community compositions that differ among cancer types, even when accounting for technical background.

Are there Sex Differences in Confidence and Metacognitive Monitoring Accuracy for Everyday, Academic, and Psychometrically Measured Spatial Ability?

The current study evaluated sex differences in (1) self-perceptions of everyday and academic spatial ability, and (2) metacognitive monitoring accuracy for measures of spatial visualization and spatial orientation. Undergraduate students completed the Paper Folding Test, Spatial Relations Test, and the Revised Purdue Spatial Visualization Test while making confidence judgments (CJs) for each trial. They also made global estimates of performance and rated their ability to perform several everyday and academic spatial scenarios.