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Switching between fluent and disfluent fonts improves young learners’ estimation of memory effectiveness but not memory itself

Elina Tsigeman et al.
HAL (France) · Papers · License: Open Access
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conceptualizationinvestigationlearningmemorymethodology
Conceptualization, Meta-cognitive judgements, Data Curation, 1, Memory, Learning, Methodology, Investigation
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Record · ID 235251
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