The fields of cognitive science and education have worked hard
to discover effective principles of learning with the goal of
improving educational achievement. And although each has made
significant advances, there has been, until today, a gap between
the two disciplines. This special issue brings together researchers
aiming to bridge laboratory data with real world learning
practices, each providing recent and crucial information concerning
the improvement of learning. The readings will allow both
researchers and educators to understand strategies that would most
benefit students by improving learning as well as the ability of
learning to learn - or what has been defined as metacognition.
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