Research Gate
Here free self-made PDFs
of most papers are available
General 
Introduction to Metacognition: Fiedler, K., Ackerman, R., & Scarampi, C. (2019). Metacognition: Monitoring and controlling one’s own knowledge, reasoning and decisions. In R. J. Sternberg & J. Funke (Eds.). Introduction to the Psychology of Human Thought (pp. 89-111). Heidelberg: Heidelberg University Publishing. [Open Access]
Methodological Papers
Ackerman, R. (2023). Bird’s-Eye View of Cue Integration: Exposing instructional and task design factors which bias problem solvers. Educational Psychology Review, 35:55. [Journal’s website] [pre-print]
Ackerman, R., Onan, E., & De Bruin, A. (2022). Friendly tips for conducting online behavioral studies. https://doi.org/10.31234/osf.io/2k9cg. [Open Access]
Ackerman, R., Yom-Tov, E., & Torgovitsky, I. (2020). Using confidence and consensuality to predict time invested in problem solving and in real-life web searching. Cognition, 199, 104248. [Journal’s website] [Online talk]
Ackerman, R. (2019). Heuristic cues for meta-reasoning judgments: Review and methodology. Psychological Topics, 28(1), 1-20. [Open Access] [Online talk]
Ackerman, R., Parush, A., Nassar, F., & Shtub, A. (2016). Metacognition and system usability: Incorporating metacognitive research paradigm into usability testing. Computers in Human Behavior, 54,101-113. [Journal’s website]
Meta-Reasoning
Introduction: Ackerman, R., & Thompson, V. (2017). Meta-Reasoning: Monitoring and control of thinking and reasoning. Trends in Cognitive Sciences, 21(8), 607-617. [Journal’s website]
Meta-Reasoning website
Ackerman, R., & Levontin, L. (in press). Mindset effects on the regulation of thinking time in problem-solving. Thinking & Reasoning. [Journal’s website]
Lauterman, T., & Ackerman, R. (2024). Initial Judgment of Solvability: Integrating heuristic cues with prior expectations regarding the task. Thinking & Reasoning, 30:1, 135-168. [Open Access]
Sidi, Y., & Ackerman, R. (2024). Opting out as an untapped resource in instructional design: Review and implications. Educational Psychology Review, 36, 41.[Open Access]
Ackerman, R. (2023). Bird’s-Eye View of Cue Integration: Exposing instructional and task design factors which bias problem solvers. Educational Psychology Review, 35:55. [Journal’s website] [pre-print]
Ackerman, R., Binah-Pollak, A., & Lauterman, T. (2023). Metacognitive Effort Regulation across Cultures. Journal of Intelligence, 11(9), 171.[Journal’s website]
Ackerman, R., & Morsanyi, K. (2023). We know what stops you from thinking forever: A metacognitive perspective. Commentary in Behavioral and Brain Science, 46, e112. [pre-print] [Journal’s website]
Hoch, E., Sidi, Y., Ackerman, R., Hoogerheide, V., & Scheiter, K. (2023). Comparing mental effort, difficulty, and confidence appraisals in problem-solving: A metacognitive perspective. Educational Psychology Review, 35:61.[pre-print] [Journal’s website]
Kenett, Y. N., & Ackerman, R. (2023). Creative Metacognition: A much needed bridge between Meta-Reasoning and Creativity. Physics of Life Reviews, 47, 162-164. [Journal’s website]
Kenett, Y. N., Gooz, N., & Ackerman, R. (2023). The role of semantic associations as a metacognitive cue in creative idea generation . Journal of Intelligence, 11(4), 59. [Journal’s website]
Thompson, V. A., Elqayam, S., & Ackerman, R. (2021). Reasoning, Rationality, and Metacognition. In M. Knauff & W. Spohn (Eds.). The Handbook of Rationality (pp. 517-528). MIT Press. [Open Access]
Ackerman, R. A., Douven, I., Elqayam, S., & Teodorescu, K. (2020). Satisficing, meta-reasoning, and the rationality of further deliberation. In S. Elqayam, I. Douven, J. St. B. T. Evans, & N. Cruz (Eds.), Logic and uncertainty in the human mind: A tribute to David Over. London, UK: Routledge.
Ackerman, R., Yom-Tov, E., & Torgovitsky, I. (2020). Using confidence and consensuality to predict time invested in problem solving and in real-life web searching. Cognition, 199, 104248. [Journal’s website] [Online talk]
Fiedler, K., Schott, M., Kareev, Y., Avrahami, J., Ackerman, R., Goldsmith, M., … Pantazi, M. (2020). Metacognitive myopia in change detection: A collective approach to overcome a persistent anomaly. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(4), 649–668. [Journal’s website]
Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at mental effort appraisals through a metacognitive lens: Are they biased?. Educational Psychology Review, 1-25. [Journal’s website]
Sidi, Y., Torgovitsky, I., Soibelman, D.,Miron-Spektor, E., & Ackerman, R. (2020). You may be more original than you think: Predictable biases in self-assessment of originality. Acta Psychologica, 203, 103002. [Journal’s website] [Article in Psychology Today]
Ackerman, R. (2019). Heuristic cues for meta-reasoning judgments: Review and methodology. Psychological Topics, 28(1), 1-20. [Open Access] [Online talk]
Dentakos, S., Saoud, W., Ackerman, R., & Toplak, M. E. (2019). Does Domain Matter? Monitoring Accuracy across Domains. Metacognition and Learning, 14(3), 413–436. [Journal’s website]
Lauterman, T., & Ackerman, R. (2019). Initial Judgment of Solvability in non-verbal problems – A predictor of solving processes. Metacognition and Learning, 14(3), 365–383. [Journal’s website]
Morsanyi, K., Ní Cheallaigh, N., & Ackerman, R. (2019). Mathematics anxiety and metacognitive processes: Proposal for a new line of inquiry. Psychological Topics, 28(1), 147-169. [Open Access]
Ackerman, R., & Beller, Y. (2017). Shared and distinct cue utilization for metacognitive judgments during reasoning and memorization. Thinking & Reasoning, 23:4, 376-408. [Journal’s website]
Ackerman, R. & Thompson, V. (2017). Meta-Reasoning: Shedding meta-cognitive light on reasoning research. L. Ball & V. Thompson (Eds.), The Routledge International Handbook of Thinking & Reasoning (pp.1-15). Psychology Press.
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. (2017). Understanding metacognitive inferiority on screen by exposing cues for depth of processing. Learning and Instruction, 51, 61-73. [Journal’s website]
Sidi, Y., Ophir, Y., Ackerman, R. (2016). Generalizing Screen Inferiority – Does the Medium, Screen versus Paper, Affect Performance Even with Brief Tasks? Metacognition & Learning, 11(1), 15-33. [Journal’s website]
Ackerman, R. & Thompson, V. (2015). Meta-Reasoning: What can we learn from meta-memory. In A. Feeney & V. Thompson (Eds.), Reasoning as Memory (pp. 164-182). Hove, UK: Psychology Press.
Meyer, A., Frederick, S., Burnham, T., Guevara Pinto, J. D., Boyer, T. W., Ball, L. J., Pennycook, G., Ackerman, R., Thompson, V., & Schuldt, J. P. (2015). Disfluent fonts don’t help people solve math problems. Journal of Experimental Psychology: General,144(2), e16-e30. [Journal’s website]
Ackerman, R. (2014). The Diminishing Criterion Model for metacognitive regulation of time investment. Journal of Experimental Psychology: General, 143(3), 1349-1368. [Journal’s website]
Thompson, V., Prowse Turner, J., Pennycook, G., Ball, L., Brack, H., Ophir, Y., & Ackerman, R. (2013). The role of answer fluency and perceptual fluency as metacognitive cues for initiating analytic thinking. Cognition, 128, 237-251. [Journal’s website]
Thompson, V., Ackerman, R., Sidi, Y., Pennycook, G., Ball, L., & Prowse Turner, J. A. (2013). The role of answer fluency and perceptual fluency in the monitoring and control of reasoning: Reply to Alter, Oppenheimer, & Epley (2013). Cognition, 128, 256-258.
Ackerman, R., & Zalmanov, H. (2012). The persistence of the fluency-confidence association in problem solving. Psychonomic Bulleting & Review, 19(6), 1189-1192.[Journal’s website]
Metacognitive aspects of Human-Computer Interaction (HCI)
Zivan, M., Vaknin, S., Peleg, N., Ackerman, R., Horowitz-Kraus, T. (2023) Higher theta-beta ratio during screen-based vs. printed paper is related to lower attention in children: An EEG study. PLoS ONE 18(5): e0283863. [Journal’s website]
Ackerman, R., Yom-Tov, E., & Torgovitsky, I. (2020). see above, under Meta-Reasoning.
Ackerman, R., Gal, A., Sagi, T., Shraga, R. (2019). A cognitive model of human bias in matching. In Pacific Rim International Conference on Artificial Intelligence (PRICAI, pp. 632-646). Springer, Cham (Computer science conference proceedings; authors are in alphabetical order). [Springer]
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on comprehension. Educational Research Review, 25, 23-38. [Journal’s website]
Wylie, J., Thomson, J., Leppänen, P., Ackerman, R., Kanniainen, L. & Prieler, T. (2018). Cognitive processes and digital reading. In M. Barzillai, J. Thomson, P. van den Broek & S. Schroeder (Eds). Learning to Read in a Digital World. (pp. 57-90). Amsterdam: John Benjamins. [Publisher’s website]
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. (2017). see above, under Meta-Reasoning.
Ackerman, R., Parush, A., Nassar, F., & Shtub, A. (2016). Metacognition and system usability: Incorporating metacognitive research paradigm into usability testing. Computers in Human Behavior, 54,101-113. [Journal’s website]
Sidi, Y., Ophir, Y., Ackerman, R. (2016). see above, under Meta-Reasoning.
Lauterman, T., & Ackerman, R. (2014). Overcoming screen inferiority in learning and calibration. Computers in Human Behavior, 35, 455-463. [Journal’s website]
Ackerman, R., & Lauterman, T. (2012). Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior, 28, 1816-1828.[Journal’s website]
Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18-32. [Journal’s website]
Answering Challenging Questions
Undorf, M., Livneh, I., & Ackerman, R. (2021). Metacognitive control processes in question answering: Help seeking and withholding answers. Metacognition & Learning, 16, 431–458. [Open Access]
Ackerman, R., Bernstein, D. M., & Kumar, R. (2020). Metacognitive hindsight bias. Memory & Cognition, 48, 731-744. [Read-only free Journal version] [Journal’s website]
Sidi, Y., Ackerman, R., & Erez, A. (2018). Feeling happy and (over)confident: The role of positive affect in metacognitive processes. Cognition & Emotion, 32(4), 876-884. [Journal’s web site]
Bernstein, D., Aßfalg A., Kumar, R, & Ackerman, R. (2016). Looking backward and forward on hindsight bias. In J. Dunlosky & U. Tauber (Eds.), The Oxford Handbook of Metamemory (pp. 289-304). Oxford University Press.
Ackerman, R., & Goldsmith, M. (2008). Control over grain size in memory reporting – with and without satisficing knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1224-1245. [Journal’s website]
Meta-Memory
Undorf, M., & Ackerman, R. (2017). The puzzle of study time allocation for the most challenging items. Psychonomic Bulletin & Review, 24(6), 2003-2011. [Journal’s website]
Koriat, A., Ackerman, R., Adiv, S., Lockl, K., & Schneider, W. (2014). The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: A developmental perspective. Journal of Experimental Psychology: General, 143(1), 386-403. [Journal’s website]
Koriat, A., Nussinson, R., & Ackerman, R. (2014). Judgments of learning depend on how learners interpret study effort. Journal of Experimental Psychology: Learning, Memory, and Cognition, 6, 1624-1637. [Journal’s website]
Ackerman, R., & Koriat, A. (2011). Response latency as a predictor of the accuracy of children’s reports. Journal of Experimental Psychology: Applied, 17(4), 406-417. [Journal’s website]
Hoffmann‐Biencourt, A., Lockl, K., Schneider, W., Ackerman, R., & Koriat, A. (2010). Self‐paced study time as a cue for recall predictions across school age. British Journal of Developmental Psychology, 28(4), 767-784. [Journal’s website]
Koriat, A., & Ackerman, R. (2010). Choice latency as a cue for children’s subjective confidence in the correctness of their answers. Developmental Science, 13, 441-453. [Journal’s website]
Koriat, A., & Ackerman, R. (2010). Metacognition and Mindreading: Judgments of learning for Self and Other during self-paced Study. Consciousness and Cognition, 19, 251-264. [Journal’s website]
Koriat, A., Ackerman, R., Lockl, K., & Schneider, W. (2009). The easily learned, easily-remembered heuristic in children. Cognitive Development, 24, 169-182. [Journal’s website]
Koriat, A., Ackerman, R., Lockl, K., & Schneider, W. (2009). The memorizing effort heuristic in judgments of learning: A developmental perspective. Journal of Experimental Child Psychology, 102, 265-279. [Journal’s website]
Meta-Comprehension
Ackerman, R., & Leiser, D. (2014). The effect of concrete supplements on metacognitive regulation during learning and open-book test taking. British Journal of Educational Psychology, 84(2), 329–348. [Journal’s website]
Lauterman, T., & Ackerman, R. (2014). see above under HCI.
Ackerman, R., Leiser, D., & Shpigelman, M. (2013). Is comprehension of problem solutions resistant against misleading heuristic cues? Acta Psychologica, 143(1), 105–112. [Journal’s website]
Ackerman, R., & Lauterman, T. (2012). see above under HCI.
Ackerman, R., & Goldsmith, M. (2011). see above under HCI.