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DO NOT EXCEED FOUR PAGES.NAME Janet MetcalfePOSITION TITLE Professor of Psychology and of Neurobiology and BehavioreRA COMMONS USER NAME EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.)INSTITUTION AND LOCATIONDEGREE (if applicable)YEAR(s)FIELD OF STUDYUniversity of TorontoB.Sc.1975PsychologyUniversity of TorontoPh.D.1982PsychologyUniversity of California, Los AngelesPost-Doc1982-83Psychology A. Positions and Honors Professional Experience: 1995- Professor of Psychology, and Professor of Neurobiology and Behavior, Columbia University, New York, New York. 1993-1995 Professor of Psychology, Dartmouth College, Hanover, NH. 1990-l992 Associate Professor, Dartmouth College, Hanover, NH 1988-1990 Visiting Associate Professor of Psychology, University of California, San Diego 1986-1988 Associate Professor of Psychology, Indiana University 1983-1986 Assistant Professor of Psychology, University of British Columbia Fellow of the American Psychological Society Advisory board for James s. McDonnell Foundation, on Metacognition and Unawareness of Deficit, 1996 Editorial boards Psychological Review Psychological Bulletin Journal of Experimental Psychology: Learning Memory, and Cognition Metacognition and Instruction Society for Experimental Psychology B. Selected Publications (in chronological order) Murdock, B.B. Jr. & Metcalfe, J. (1978). Controlled rehearsal in single-trial free recall. Journal of Verbal Learning and Verbal Behavior, 17, 309-327. Metcalfe, J., Glavanov, D., & Murdock, M. (1981). Spatial and temporal processing in the auditory and visual modalities. Memory & Cognition, 9, 351-359. Metcalfe, J. & Murdock, B.B., Jr. (1981). An encoding and retrieval model of single-trial free recall. Journal of Verbal Learning and Verbal Behavior, 20, 161-189. Metcalfe Eich, J. (1982). A composite holographic associative recall model. Psychological Review, 89, 627 - 661. Metcalfe Eich, J. (1985). Levels of processing, encoding specificity, elaboration, and CHARM. Psychological Review, 91, 1-38. Metcalfe, J. & Sharpe, D. (1985). Ordering and reordering in the auditory and visual modalities. Memory & Cognition, 13, 435-441. Metcalfe, J. (1986). Feeling of knowing in memory and problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 288-294. Metcalfe, J., & Fisher, R.M. (1986). The relation between recognition memory and classification learning. Memory & Cognition, 14, 164-173. Metcalfe, J. (1986). Premonitions of insight predict impending error. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 623-634. Metcalfe, J., & Wiebe, D. (1987). Intuition in insight and noninsight problem solving. Memory & Cognition, 15, 238-246. Eich, E., & Metcalfe, J. (1989). Mood dependent memory for internal versus external events. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 443-455. Metcalfe, J. (1990). A composite holographic associative recall model (CHARM) and blended memories eyewitness testimony. Journal of Experimental Psychology: General, 119, 145- 160. Metcalfe, J. (1991). Representations, predictions, and remembrances in CHARM: A reply to Lindsay (1991). Journal of Experimental Psychology: General, 120, 313-315. Metcalfe, J., & Bjork, R.A. (1991). Composite models never (well, hardly ever) compromise. Journal of Experimental Psychology: General, 120, 203-210. Metcalfe, J. (1991). Composite memories. In W. Hockley & S. Lewandowsky (Eds.) Relating theory and data. Essays on Human Memory in Honor of Bennet B. Murdock, Erlbaum: Hillsdale, NJ. 1991, pp. 399-423. Metcalfe, J. (1991) Recognition failure and the composite memory trace in CHARM. Psychological Review, 98, 529-553. Schwartz, B.L., & Metcalfe, J. (1992). Cue familiarity but not target retrievability enhances feeling-of-knowing judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1074-1083. Metcalfe, J., Cottrell, G. W., & Mencl, W. E. (l992). Cognitive binding: A computational-modeling analysis of a distinction between implicit and explicit memory . Journal of Cognitive Neuroscience, 4, 289-298. Metcalfe, J. (l993). Monitoring and gain control in an episodic memory model: Relation to P300 event-related potentials. In A.F. Collins, S. E. Gathercole, M. A. Conway, & P. E. Morris (Eds.) Theories of Memory, Hillsdale, NJ: Erlbaum, (pp. 327-354). Metcalfe, J. (1993). Novelty monitoring, metacognition, and control in a composite holographic associative recall model: Implications for Korsakoff amnesia. Psychological Review, 100, 3-22. Metcalfe, J., Schwartz, B. L., & Joaquim, S. G.(1993). The cue-familiarity heuristic in metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition,19, 851-861. Schwartz, B. L., & Metcalfe, J. (1994). Methodological problems and pitfalls in the study of human metacognition, In J. Metcalfe & A. P. Shimamura (Eds.) Metacognition: Knowing about Knowing, MIT Press. (pp. 93-114). Metcalfe, J. (1994). Novelty Monitoring, Metacognition, and Frontal Lobe Dysfunction: Implications of a Computational Model of Memory. In J. Metcalfe & A. P. Shimamura (Eds.) Metacognition: Knowing about Knowing, MIT Press. Metcalfe, J., Mencl, W. E., & Cottrell, G. W. (1994). Cognitive Binding. In D. L. Schacter & E. Tulving (Eds). Memory Systems 94, Bradford Books, MIT Press: Cambridge, MA(pp. 368-394). Metcalfe, J., & Shimamura, A. (l995). Metacognition: Knowing about Knowing, Massachusetts Institute of Technology press, Cambridge, MA. Schwartz, B. L. & Metcalfe, J (l995). Methodological problems and pitfalls in the study of human metacognition. In J. Metcalfe, & A. Shimamura, A. (Eds.). Metacognition: Knowing about Knowing, Massachusetts Institute of Technology press, Cambridge, MA, pp. 93-114. Metcalfe, J. (l995). A computational modeling approach to novelty monitoring, metacognition, and frontal lobe dysfunction. In J. Metcalfe, & A. Shimamura, A. (Eds.). Metacognition: Knowing about Knowing, MIT Press, Cambridge, MA, pp. 137-156. Metcalfe, J., Funnell, M., Gazzaniga, M. S. (l995). Right hemisphere memory veridicality: Studies of a split-brain patient. Psychological Science, 6, 157-165. Metcalfe, J., & Jacobs, W. J. (l996). A "hot-system/cool-system" view of memory under stress. PTSD Research Quarterly, 7, 1-8. Metcalfe, J. ( l996). Metacognitive processes. In E.L. Bjork & R.A. Bjork (Eds.), The Handbook of Perception and Cognition, Academic Press, San Diego, CA, (pp. 381-407). Kroll, N. E. A., Knight, R., Metcalfe, J., Wolf, E. S., & Tulving, E. (1996). Cohesion failure as a source of memory illusions. Journal of Memory and Language, 35, 176-196. Funnell, M., Metcalfe, J., & Tsapkini, K. (l996). In the mind but not on the tongue study of an anomic patient H.W. (Ed.) L. M. Reder Implicit Memory and Metacognition. Lawrence Erlbaum Associates, (pp. 171-195). Metcalfe, J. (l997). Predicting Syndromes of amnesia from a composite holographic associative recall/recognition model (CHARM). Memory, 5,211-230. Metcalfe, J. (l998). Insight and metacognition . In. G. Massoni & T. O. Nelson, Metacognition and cognitive neuropsychology: Monitoring and control processes. Mahwah, NJ: Lawrence Erlbaum Associates, (pp. 181-197) Metcalfe, J., & Jacobs, W. J. (l998). Emotional memory: Effects of stress on 'Cool' and 'Hot' memory systems. The Psychology of Learning and Motivation, 38, 187-221. Metcalfe, J. (l998). Cognitive Optimism: Self Deception or Memory-Based Processing Heuristics? Personality and Social Psychological Review, 2, 100-110. Metcalfe, J. (l998). Intuition. Encyclopedia of Psychology, Oxford University Press: NY. Metcalfe, J., & Mischel, W. (l999). A hot/cool system analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106, 3-26. Dodhia, R. M., & Metcalfe, J. (l999). False memories and source monitoring. Cognitive Neuropsychology, 16, 489-508. Metcalfe, J. (2000). Feelings and judgments of knowing: a commentary on Koriat (l999). Consciousness and Cognition, Metcalfe, J. (2000). Metamemory: Theory and data. In E. Tulving and F. I. M. Craik (Eds.), The Oxford Handbook of Memory, Oxford University Press, (pp. 197-211). Metcalfe, J., & Jacobs, W. J. (2000). 'Hot' emotions in human recollection: Towards a model of traumatic memory. E. Tulving (Ed.), Memory, Consciousness, and the Brain: The Tallinn Conference. Philadelphia: Psychology Press, pp. 228-242. Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-221. Metcalfe, J. (2000) Feelings and judgments of knowing: Is there a special noetic state? Consciousness and Cognition, 9 178-186. Butterfield, B., & Metcalfe, J. (2001). The high confidence error hyper-correction effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27,1491-1494 Metcalfe, J. (2002) Is study time allocated selectively to a Region of Proximal Learning. Journal of Experimental Psychology: General,131, 349-363. Metcalfe, J. (2002). CHARM2: A Multimodular Model of Human Memory. In A. Parker, Wilding, E. L., & T. J. Bussey (Eds.) The Cognitive Neuroscience of Memory Encoding and Retrieval, Psychology Press, Hove & NY, pp. 283-306. . Bonson, K.R, Grant, S, Contoreggi, C., Links, J., Metcalfe, J., Weyl, H., Kurian, V., Ernst, M., London, E. D.(2002). Neural systems and cue-induced cocaine craving.Neuropsychopharmacology,26, 376-38 Kimball, D. R., & Metcalfe, J. (2003). Delaying judgments of learning affects memory, not metamemory. Memory & Cognition. 31, 918-929. Metcalfe, J., & Kornell, N. (2003). The dynamics of learning and Allocation of Study Time to a Region of Proximal Learning. Journal of Experimental Psychology: General. 132, 530-542. Metcalfe, J. (2004). Drawing the line on metacognition. Behavioral and Brain Sciences. Metcalfe, J., & Kober, H. (i2005). Self-reflective consciousness and the Projectable Self. In Terrace, H.S. & Metcalfe, J. (Eds.), The Missing Link in Cognition: Origins of Self-Reflective Consciousness. Oxford, UK: Oxford University Press (pp. 57-83). Terrace, H. & Metcalfe, J. (2005). Introduction, The Missing Link in Cognition: Origins of Self-Reflective Consciousness. Oxford, UK: Oxford University Press (pp. i-v). Terrace, H. S., & Metcalfe, J. (2005). The Missing Link in Cognition: Origins of Self-Knowing Consciousness. Oxford, UK: Oxford University Press. Metcalfe, J. & Kornell, N. (2005). A Regional of Proximal Learning model of metacognitively guided study-time allocation. Journal of Memory and Language, 52, 463-477. Son, L. K., & Metcalfe, J. (2005). Judgments of Learning: Evidence for a Two-Stage Process. Memory & Cognition, 33. 1116-1129. Kornell, N. & Metcalfe J. (2006). Study efficacy and the Region of Proximal Learning framework, Journal of Experimental Psychology: Learning, Memory , and Cognition. Butterfield, B. & Metcalfe, J. (2006). The correction of errors committed with high confidence. Metacognition and Learning. Metcalfe, J. (2006). Principles of Cognitive Science in Education. APA Observer. 19 (March issue). Finn, B. & Metcalfe, J. (2007). The role of memory for past test in the Underconfidence with Practice effect. Journal of Experimental Psychology: Learning, Memory, and Cognition. Kornell, N. & Metcalfe, J. (in press). The Role of Blockers in the Resolution of Tip-of-the-Tongue States. Metacognition and Learning. Metcalfe, J. & Kornell, N. (in press). Principles of cognitive science in education: The effects of generation, errors and feedback. Psychonomic Bulletin and Review. Metcalfe, J., Kornell, N., & Son, L. K. (in press). A cognitive-science based program to enhance study efficacy in a high and low-risk setting. European Journal of Cognitive Psychology. Metcalfe, J. & Greene, M.J. (in press). The Metacognition of Agency. Journal of Experimental Psychology: General. C. Research Support RO1 MH60637NIMH 12/1/2005- 12/1/2010 Metacognition and control in human learning and memory The major goals of this project are to investigate the relation between optimal allocation of study time for learning, and people's metacognitively based self-allocation of study time CASL #R305H030175 Institute of Education Sciences 9/1/2003- 9/1/2007 Children's cognitive and metacognitive strategies: Study enhancement in a high-risk instructional setting based on principles of cognitive science U.S. Department of Education This research focuses on the role of children’s cognitive and implementational strategies for study behavior as determinants of their measured academic school performance in high-risk populations. CASL # Institute of Education Sciences 7/1/2006-7/1/2009 The effect of metacognition on children’s control of their study and of their cognitive processes This research focuses on the knowledge and implementation of metacognition and control strategies in children. James S. McDonnell Foundation, co-PI. Herbert Terrace is PI. 9/1/2005-9/30/2008 The Evolution of Metacognition This research focuses on how high level consciousness, including metacognition, evolved, and how the precursor processes are manifested--if, indeed, they are--in non-human primates.     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