Dr. Keith Thiede is a Professor in the Department of Curriculum, Instruction, and Foundational Studies in the College of Education at Boise State University. He received his Ph.D. in Educational Psychology from the University of Washington, with emphases in statistics, measurement, and research design. Dr. Thiede's primary research interest is metacognition and self-regulated learning. His research has been funded by the U.S. Department of Education’s Institute of Education Sciences and the James S. McDonnell Foundation and is published in the Journal of Experimental Psychology: Learning, Memory, & Cognition, Psychonomic Bulletin & Review, and the Journal of Educational Psychology. Dr. Thiede is currently on the Editorial Boards of the Journal of Educational Psychology and the Contemporary Educational Psychology.
Articles
Concept Mapping Improves Metacomprehension Accuracy Among 7th Graders (with Joshua Redford, Jennifer Wiley, and Thomas Griffin), Learning and Instruction (2012)
Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among...
Exploring Metacognitive Accuracy in Visual Search (with Joshua Redford, Sean Green, Micah Geer, and Michael Humphrey), Memory & Cognition (2011)
Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children (with Anique B.H. de Bruin, Gino Camp, and Joshua Redford), Journal of Experimental Child Psychology (2011)
Metacomprehension accuracy is typically quite poor; however, recently interventions have been developed to improve accuracy....
Test Expectancy Affects Metacomprehension Accuracy (with Jennifer Wiley and Thomas D. Griffin), British Journal of Educational Psychology (2011)
Background: Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used...
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use (with Thomas Griffin, Jennifer Wiley, and Mary C. M. Anderson), Discourse Processes (2010)
Two studies attempt to determine the causes of poor metacomprehension accuracy, and then, in turn,...
Contributions to Books
Agenda-Based Regulation of Study-Time Allocation (with John Dunlosky and Robert Ariel), Constructions of Remembering and Metacognition: Essays in Honour of Bruce Whittlesea (2011)
A great deal of learning occurs in contexts where people can regulate their study and...
Metacognitive Monitoring During and After Reading (with Thomas D. Griffin, Jennifer Wiley, and Joshua S. Redford), Handbook of Metacognition in Education (2009)
Models of self-regulated learning (e.g., Butler & Winne, 1995; Metcalfe, 2002; Nelson & Narens, 1990;...
Presentations
Using Concept Map Construction to Improve Metacomprehension Accuracy in 7th Graders (with Josh Redford, Jennifer Wiley, and Thomas Griffin), 14th Biennial EARLI Conference for Research on Learning and Instruction (2011)
Across two experiments we evaluated the effects of constructing concept maps on metacomprehension accuracy (the...