The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?

• Tian Fan,

  Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Writing – original draft, Writing – review & editing

  Affiliation Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China

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• Jun Zheng,

  Roles Methodology, Writing – original draft

  Affiliation Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China

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• Xiao Hu,

  Roles Formal analysis, Methodology, Writing – original draft

  Affiliation Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China

  https://orcid.org/0000-0002-8899-6273

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• Ningxin Su,

  Roles Methodology, Writing – original draft

  Affiliation Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China

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• Yue Yin,

  Roles Writing – original draft

  Affiliation Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China

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• Chunliang Yang,

  Roles Funding acquisition, Writing – original draft, Writing – review & editing

  Affiliation Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China

  https://orcid.org/0000-0002-4995-7300

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• Liang Luo

  Roles Conceptualization, Formal analysis, Funding acquisition, Methodology, Writing – original draft, Writing – review & editing

  * E-mail: luoliang@bnu.edu.cn

  Affiliations Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China, Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China

  https://orcid.org/0000-0002-1550-1436

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