Rakefet Ackerman is a tenured Assistant Professor of Cognitive Psychology at the Faculty of Industrial Engineering and Management, Technion, Israel. She received her Ph.D. from the University of Haifa, and held a Post-Doctoral position at Ben-Gurion University. She studies learning, question answering, and problem solving. Her studies are based on the metacognitive approach, by which subjective assessment of knowledge guides the activities people perform for achieving their goals. Understanding the factors that affect the reliability of this subjective knowledge assessment and the cases that are particularly prone to biases offers a foundation for developing effective work environments and techniques. Her work has been published in leading journals, such as the Journal of Experimental Psychology (General; Learning, Memory, & Cognition; Applied), Cognition, and Computers in Human Behavior. She received grants from the German Israeli Foundation for Scientific Research and Development (GIF), Israel Foundation Trustees (IFT), and Israel Science Foundation (ISF) to study metacognitive processes. She is the Israel representative in the “Evolution of reading in the age of digitisation (E-READ)” European Cooperation (COST). Before her graduate studies, Rakefet worked in the software development industry, as a product development manager and system analyst. Rakefet teaches Human Factors Engineering and Metacognition and is the head of the Laboratory of Behavioral Sciences.
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. [PDF]
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]
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. [PDF]
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]
Leiser, D., & Ackerman, R. (2010). Heuristic and Operational Bases of the Sense of Understanding. In P. Y. Brandt, J. Czell�r, D. Desbiez-Piat, H. Kilcher, J. Reymond, & J. Von�che (Eds.), Des signs et des orders -Festchrift in Honor of Christiane Gilliron(pp. 121-141). Geneva: Labor and Fides.
Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18-32. [PDF][Conference proceeding][Talk in Hebrew][Short version in Hebrew]
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. [PDF]
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.[in press PDF][Journal's website][Talk in Hebrew]
Ackerman, R., Leiser, D., & Shpigelman, M. (2013). Is comprehension of problem solutions resistant against misleading heuristic cues? Acta Psychologica, 143(1), 105–112. [in press PDF] [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. [in press PDF][Journal's web site]
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. (2014). The Diminishing Criterion Model for metacognitive regulation of time investment. Journal of Experimental Psychology: General, 143(3), 1349-1368. [in press PDF] [Journal's web site]
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. [in press PDF] [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. [in press PDF][Journal's web site]
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. [in press PDF][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. [in press PDF]
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. [in press PDF][Journal's website]
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. [PDF]
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. [in press PDF]
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. [in press PDF] [Journal's web site]
Ackerman, R. & Thompson, V. (in press). Meta-Reasoning: Shedding meta-cognitive light on reasoning research. L. Ball & V. Thompson (Eds.), International Handbook of Thinking & Reasoning. Psychology Press. [in press PDF]
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. (in press). Understanding metacognitive inferiority on screen by exposing cues for depth of processing. Learning and Instruction.[in press PDF]
Undorf, M., and Ackerman, R. (in press). The puzzle of study time allocation for the most challenging items. Psychonomic Bulletin & Review. [in press PDF]
2013 In-Sight Web Journal. Interview by Scott Jacobson.
YouTube Lectures (in Hebrew):
Text design factors that may misguide the subjective assessment of knowledge.
Metacognitive factors that affect the way people formulate their answers to knowledge questions and solve logical problems.
Current graduate students:
Yael Sidi - Email
Tirza Lauterman - Email
Ilan Torgovitsky - Email
Liron Berko - Email
Adi Soria - Email
Yael Ophir, Hagar Zalmanov, Fira Bazov, Daniela Soibelman,Fareda Nassar, Iris Livneh, Maya Shpigelman, Racheli Nave, Tirza Lauterman, Yael Beller, Yaniv Mantel