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Metacognitive monitoring affects regulation of study, and this affects overall learning. The authors created differences in monitoring accuracy by instructing participants to generate a list of 5 keywords that captured the essence of each text. Accuracy was greater for a group that wrote keywords after a delay (delayed-keyword group) than for a group that wrote keywords immediately after reading (immediatekeyword group) and a group that did not write keywords (no-keyword group). The superior monitoring accuracy produced more effective regulation of study. Differences in monitoring accuracy and regulation of study, in turn, produced greater overall test performance (reading comprehension) for the delayedkeyword group versus the other groups. The results are framed in the context of a discrepancy-reduction model of self-regulated study.Many models of self-regulated learning can be classified as discrepancy-reduction models (e

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The Remote Associates Test (RAT) is often assumed to be a measure of creativity; however, the RAT has been broadly applied in psychological studies. Originally developed to assess individual differences in associative processing, the RAT has been used to study various constructs, such as creativity, problem solving, insight, and memory. Aside from early validation studies, the psychometric properties of the RAT remain largely unexplored. This study examines the internal and external structure validity evidence of a computer-based, 30-item RAT based on scores from a sample of undergraduate students. We examined internal structure via classical test theory item statistics, dimensionality analysis, item response theory analysis, and differential item functioning analysis. Results showed that the twoparameter logistic (2PL) model, in which items have unique discrimination and difficulty parameters, had good fit to item responses from our 30-item RAT. In addition, the relationships among scores on the RAT and a series of other cognitive measures including divergent thinking, intelligence, and working memory tasks were examined to assess the external validity of the RAT scores. Results indicate that the RAT assesses cognitive processes similar to those from a wide range of other analytical and convergent thinking test, distinguishing it from traditional, divergent thinking tests of creativity. In light of concerns regarding the internal and external psychometric properties of creativity measures, our findings help to clarify the item and test characteristics of the RAT.