David Miele

General Research Area:

Understanding the psychological processes involved in self-regulated learning. In particular, identifying cognitive and motivational differences in how people metacognitively assess their own learning and then use these assessments to control their study.

Selected Publications:

Miele, D. B., Wager, T. D., Mitchell, J. P., & Metcalfe, J. (in press). Dissociating neural correlates of action monitoring and metacognition of agency. Journal of Cognitive Neuroscience.

Eitam, B., Miele, D.B., & Higgins, E.T. (forthcoming). Motivated remembering: Remembering as accessibility and accessibility as motivational relevance. In D. Carlston (Ed.) Handbook of Social Cognition. New York: Oxford University Press.

Miele, D. B., Finn, B., & Molden, D. C. (2011). Does easily learned mean easily remembered? It depends on your beliefs about intelligence. Psychological Science, 22, 320-324.

Miele, D. B., & Molden, D. C. (2010). Naive theories of intelligence and the role of processing fluency in perceived comprehension. Journal of Experimental Psychology: General, 139, 535–557.

Miele, D. B., Molden, D. C., & Gardner, W. L. (2009). Motivated comprehension regulation: Vigilant versus eager metacognitive control. Memory & Cognition, 37, 779-795.

Molden, D. C., & Miele, D. B. (2008). The origins and influences of promotion-focused and prevention-focused achievement motivations. In M. Maehr, S. Karabenick, & T. Urdan (Eds.), Advances in Motivation and Achievement: Social Psychological Perspectives on Motivation and Achievement (Vol. 15, pp. 81–118). Bingley, UK: Emerald.

Spillane, J., & Miele, D.B. (2007). Evidence in policy and practice: Some conceptual tools for exploring the terrain. In P. A. Moss (Ed.) 2007 NSSE Yearbook: Evidence and Decision Making (pp. 46-73). Malden, MA: Blackwell.

Links:

Curriculum Vitae
Personal Web Page

Email:

dmiele@umd.edu
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