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Metacognitive Effects of Initial Question Difficulty on Subsequent Eyewitness Memory Performance
Affiliation:1. University of Oklahoma, United States;2. The University of Alabama, Huntsville, United States;1. University of Nebraska–Lincoln, United States;2. University of Essex, United Kingdom;1. Arizona State University, United States;2. Washington University, St. Louis, United States;1. Risk Assessment Department (DER), French Agency for Food, Environmental and Occupational Health Safety (ANSES), Maisons-Alfort, France;2. Public Economy Unit, National Institute of Agronomic Research (INRA), Thiverval-Grignon, France;3. Clinic Saint-Luc, Bouge, Namur, Belgium;4. Liège University, Liège, Belgium;5. Allergyvigilance Network, Vandoeuvre les Nancy, France;6. Faculty of Medicine, Nancy, France;1. Department of Psychology, Florida International University, University Park, Miami, FL 33199, USA;2. Inserm u1114, Federation of Translational Medicine of Strasbourg (FMTS), University of Strasbourg, France
Abstract:
Keywords:Relative fluency  Metacognition  Monitoring and control  Confidence  Eyewitness memory  Free-report memory performance
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