共查询到20条相似文献，搜索用时 15 毫秒
1.
Jan A. A. Engelen Gino Camp Janneke van de Pol Anique B. H. de Bruin 《Metacognition and Learning》2018,13(3):287-307
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students’ learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students, ?.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (?.38 for students, ?.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students’ comprehension of six texts without knowing the students’ names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (?.10). These results suggest that monitoring intra-individual differences in students’ learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity. 相似文献
2.
Wanlin Zhao Baike Li David R. Shanks Wenbo Zhao Jun Zheng Xiao Hu Ningxin Su Tian Fan Yue Yin Liang Luo Chunliang Yang 《Child development》2022,93(2):405-417
Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself—a reactivity effect. The current study recruited 190 Chinese children (Mage = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its developmental trajectory and associated metacognitive awareness. The results showed that making JOLs significantly enhanced retention for students in Grades 1, 3, and 5, with Cohen's ds ranging from 0.40 to 1.33. Grade 5 students exhibited a larger reactivity effect than Grade 1 and 3 students. Children's metacognitive appreciation of the effect was weak. Firsthand experience of the reactivity effect, induced by taking a memory test, enhanced their awareness and calibrated their judgment accuracy. 相似文献
3.
Nesrin Destan Manuela A. Spiess Anique de Bruin Mariëtte van Loon Claudia M. Roebers 《Metacognition and Learning》2017,12(3):315-336
The current study investigated kindergarteners and second graders’ ability to monitor and evaluate their own and a virtual peer’s performance in a paired-associate learning task. Participants provided confidence judgments (CJs) for their own responses and performance-based judgments (judgments provided after receiving feedback on their performance) for both their own and a virtual peer’s responses. For the performance-based judgments, children were confronted with their own or the peer’s answer as well as the correct answer. Additionally, participants were asked to credit their own and the peer’s correct and incorrect answers while facing feedback. Results indicate an age-related progression in metacognitive monitoring skills, with second graders differentiating more strongly in their confidence judgments between correct and incorrect responses compared to kindergarteners. Regarding performance-based judgments, children of both age groups provided higher judgments for correctly compared to incorrectly recognized items as well as for their own responses in comparison to the responses of the unknown child. Similarly, when crediting, participants of both age groups gave more credits for correct recognition than for incorrect recognition and for their own responses than for the peer’s responses. The significant interaction between age group and recognition accuracy for the crediting shows that second graders gave more credits for correctly recognized items while kindergarteners gave more credits for incorrect answers than the older children – primarily for their own incorrect answers. In conclusion, the study provides new insights into 6- and 8-year-olds’ evaluations of their own and an unknown child’s performance in a paired-associate learning task by showing that children of both age groups generally judged and credited responses in their own favor. These results add to our understanding of biases in children’s performance evaluations, including metacognitive judgments and judgments provided after receiving feedback. 相似文献
4.
Prior research demonstrated that the theory of intelligence (TOI), which included incremental theory (intelligence is a malleable trait and develops incrementally) and entity theory (intelligence is a fixed and stable trait), affected metacognitive control processes. We focused on metacognitive control processes, such as study time allocation, and examined whether TOI moderated the relationship between judgments of learning (JOLs) and study time allocation (JOL-based study time allocation). In the experiments, participants were asked to remember word pairs and make JOLs during the initial study phase. Subsequently, they restudied these in a self-paced manner. Our results suggest that the TOI did not moderate JOL-based study time allocation. Experiment 1 showed that participants allocated more study time to lower JOLs items in a laboratory setting. Experiment 2 obtained similar results in an online setting. These results suggest that individuals devote more study time to poorly learned (lower JOLs) items, regardless of the TOI. 相似文献
5.
Metacognition and Learning - We evaluated age differences in the relationship between judgments of learning (JOLs) and the choice to restudy a subset of items under two conditions: 1) when a... 相似文献
6.
Debbie A. Magreehan Michael J. Serra Neil H. Schwartz Susanne Narciss 《Metacognition and Learning》2016,11(1):35-56
The experience of fluency while learning might bias students’ metacognitive judgments of learning (JOLs) and impair the efficacy of their study behaviors. In the present experiments, we examined whether perceptual fluency affects JOLs (1) when people only experience one level of fluency, (2) when item relatedness is also available as a cue, and (3) across study-test trials. Participants studied a list of paired associates over two study-test trials and made JOLs for each item after studying it. We varied the perceptual fluency of the memory materials by making the font easy (fluent) or difficult (disfluent) to read. We also varied whether we manipulated the perceptual fluency of the items between-participants or within-participants and whether other memory factors—item relatedness and study time—were available for participants to use to inform their JOLs. We were only able to obtain effects of perceptual fluency on JOLs when we manipulated fluency within-participants and eliminated item relatedness as a cue for JOLs. The present results indicate that some effects of perceptual fluency on JOLs are not robust and might only occur under limited—and somewhat contrived—conditions. Therefore, these effects might be unlikely to bias students’ JOLs in actual learning situations. 相似文献
7.
Mariëtte H. van Loon Anique B. H. de Bruin Tamara van Gog Jeroen J. G. van Merriënboer 《Metacognition and Learning》2013,8(2):173-191
When studying verbal materials, both adults and children are often poor at accurately monitoring their level of learning and regulating their subsequent restudy of materials, which leads to suboptimal test performance. The present experiment investigated how monitoring accuracy and regulation of study could be improved when learning idiomatic phrases. Elementary school children (fourth and sixth-graders) were instructed to predict their test performance by providing judgments of learning (JOLs). They provided JOLs immediately after studying each idiom, after studying all idioms, or after studying all idioms followed by generating sentences in which the idioms were used. Correlations between JOLs and test performance showed that delayed-JOLs and delayed-JOLs with sentence generation were more accurate than immediate JOLs. JOLs after sentence generation also improved regulation of study compared to delayed-JOLs only. Analyses of JOL reaction times suggest that delayed-JOLs led children to retrieve the literal meaning of the idiom, whereas JOLs after sentence generation led children to focus on connections between studied information, contextual information, and prior knowledge. Sentence generation presents a promising method to improve regulation of study, and thus idiom learning. 相似文献
8.
9.
Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four arithmetic problems, rated mental effort invested in each problem, gave either immediate or delayed JOLs, and completed a test containing isomorphic problems. The negative correlation that was found between invested mental effort and JOLs suggested that children's JOLs are sensitive to differences in complexity of the problem-solving tasks. Results on the relative and absolute accuracy of JOLs showed that immediate JOLs were numerically higher than delayed JOLs, and relative accuracy of immediate JOLs was moderately accurate, whereas delayed JOLs were not. 相似文献
10.
This study focuses on relations between 7- and 9-year-old children’s and adults’ metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants’ control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750). Results revealed developmental progression in both accuracy of implicit and explicit monitoring across age groups. In addition, efficiency of learning and recall strategies increases with age, as older participants allocate more fixation time to critical information and less time to peripheral or potentially interfering information. Correlational analyses, recall performance, metacognitive monitoring, and controlling indicate significant interrelations between all of these measures, with varying patterns of correlations within age groups. Results are discussed in regard to the intricate relationship between monitoring and recall and their relation to performance. 相似文献
11.
Jessica M. Logan Alan D. Castel Sara Haber Emily J. Viehman 《Metacognition and Learning》2012,7(3):175-195
Although memory performance benefits from the spacing of information at encoding, judgments of learning (JOLs) are often not sensitive to the benefits of spacing. The present research examines how practice, feedback, and instruction influence JOLs for spaced and massed items. In Experiment 1, in which JOLs were made after the presentation of each item and participants were given multiple study-test cycles, JOLs were strongly influenced by the repetition of the items, but there was little difference in JOLs for massed versus spaced items. A similar effect was shown in Experiments 2 and 3, in which participants scored their own recall performance and were given feedback, although participants did learn to assign higher JOLs to spaced items with task experience. In Experiment 4, after participants were given direct instruction about the benefits of spacing, they showed a greater difference for JOLs of spaced vs massed items, but their JOLs still underestimated their recall for spaced items. Although spacing effects are very robust and have important implications for memory and education, people often underestimate the benefits of spaced repetition when learning, possibly due to the reliance on processing fluency during study and attending to repetition, and not taking into account the beneficial aspects of study schedule. 相似文献
12.
In two experiments it was investigated how drawing as a monitoring task affects self-regulated learning and cognitive load. To this end, participants (Exp. 1: N = 73, Exp. 2: N = 69) were randomly assigned to one of two conditions. In the experimental condition, students were asked to read an expository text on the formation of polar lights consisting of five paragraphs, whereby, after each paragraph, they had to create a drawing of the text's content. In the control condition, students read the same text, but performed no drawing task. In both conditions, students had to give judgments of learning (JoLs) after each paragraph and after reading the whole text as well as rate their cognitive load. Then, they were asked to select paragraphs for restudy. In Experiment 1, participants continued with an assessment of their learning outcomes immediately after their restudy selection, whereas in Experiment 2 they were first given the opportunity to actually restudy the selected paragraphs before working on the posttest. Results of both experiments indicate that JoLs rather than cognitive load predicted posttest performance. Moreover, students in the drawing condition compared with the control condition exhibited more accurate (relative) monitoring in Experiment 1 in that their JoLs were more strongly related to performance. Moreover, JoLs predicted students' restudy decisions in both experiments; however, this effect was by-and-large independent of whether they had to draw. Overall, results hint towards the potential of drawing to support metacognitive monitoring. 相似文献
13.
Nicole von der Linden Wolfgang Schneider Claudia M. Roebers 《Metacognition and Learning》2011,6(1):3-23
Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children
in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and
gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details
correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and
gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct.
Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on
metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on
JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition
on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be
a complex process, which is even more difficult to influence in children than in adults. 相似文献
14.
We doubt the prevailing interpretation of lower Judgments of Learning (JOLs) for testing over rereading to reflect learners' favoritism of an ineffective activity. We argue that JOLs for testing are biased due to a negative feedback effect. In three preregistered experiments (Nfinal = 306), we eliminated the feedback effect by asking students to only imagine learning with the described activities (rereading/testing) after reading a text and by capturing offline-JOLs (off-JOLs = being decoupled from the current learning experience) as a function of an imaginary final test delay (5 min/1 week/2 weeks). In 5-min conditions, off-JOLs consistently reflected no differences between rereading and testing; in 1-week and 2-week conditions, two (of three) experiments demonstrated an advantage of testing over rereading. These results are consistent with actual learning outcomes in an experiment using the same text and activities (Rummer et al., 2017, Exp. 1). Learners’ metacognitive judgments resembled actual learning outcomes more accurately than suggested by previous research. 相似文献
15.
Jang Yoonhee Lee Heungchul Kim Youngjun Min Kyongcheon 《Metacognition and Learning》2020,15(3):411-434
Metacognition and Learning - Judgments of learning (JOLs), as one type of metacognitive judgments, are assessments that people make about how well they have learned material. The effective use of... 相似文献
16.
Ariel Robert Karpicke Jeffrey D. Witherby Amber E. Tauber Sarah K. 《Educational Psychology Review》2021,33(2):693-712
When people make judgments of learning (JOLs) after studying paired associates, the process they engage in to monitor their learning can directly enhance learning for some types of material (Soderstrom et al. 2015). The current experiments investigated whether JOLs directly enhance learning educationally relevant texts. Across 5 experiments (N?=?703), people read several sections of an educational textbook with or without JOLs embedded between each section. We manipulated whether JOLs queried one’s understanding of the text at the aggregate level (Experiment 1) or for specific concepts in the text (Experiment 2a, 2b, 3, and 4). We also manipulated whether JOLs were framed to afford covert retrieval practice by prompting judgments with either the target information present or absent (Experiment 3). In most cases, instructing students to make JOLs did not improve comprehension above and beyond just reading the text. However, when people were instructed to retrieve information prior to making JOLs (Experiment 4), large learning gains occurred. These results indicate that JOLs in their standard form are unlikely to produce educational benefits to text comprehension in part because learners do not spontaneously retrieve criterial information when making metacomprehension judgments.
相似文献17.
Eva Guterman 《Journal of Research in Reading》2002,25(3):283-298
This paper focuses on research that aimed to provide a theoretical–practical framework to link literacy assessment practice with learning theory. An experimental study was designed with reference to three theoretical axes: ‘metacognitive awareness’ theory, ‘schema’ theory and the Vygotskian ‘zone of proximal fevelopment’. The study tested the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners’Habits of Mind while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks (Guterman, 2000). The study on 300 Grade–4 pupils used three modalities: a control group, which received no treatment; a placebo group, which received content instructions (CI); and a treatment group, which was given written MCAG. The findings confirmed that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the learners’ level of performance and achievement on those tasks, and also increases learners’ chances of internalising the guidance components. 相似文献
18.
Mary T. van Opstal Patrick L. Daubenmire 《International Journal of Science Education》2013,35(7):1089-1112
Metacognition can be described as an internal conversation that seeks to answer the questions, ‘how much do I really know about what I am learning’ and, ‘how am I monitoring what I am learning?’ Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students’ practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students’ use of these strategies. 相似文献
19.
In the present study, we investigated how 116 fourth and fifth grade students’ monitoring skills were associated with restudy choices and explored whether drawing was a useful intervention to improve monitoring accuracy, restudy choice, and comprehension scores. During the first session, all students read a text, judged their learning of the information within that text, selected paragraphs to reread, reread those parts, and then made another judgment of learning (JOL) before doing a post-test. Several significant correlations were found between the various variables involved, such as higher JOLs before rereading related to fewer paragraphs being reread, and JOL-accuracy after rereading was positively correlated with the scores on the postreading questions. For the second session, students were split-up into three conditions: a control condition and two drawing conditions. In the long-drawing condition, students were allowed to draw throughout the whole second session, including post-test. In the brief-drawing condition participants only got to draw the first time they read the second text. We did not find significant differences on the postreading scores. The only differences we found were that the participants in the long drawing group were more accurate in their JOLs before rereading and selected more paragraphs to reread than the other two groups, and invested more mental effort in comparison to the other groups. Drawing more elements was positively correlated with the posttest scores and JOLs, whereas drawing more details was negatively correlated with posttest scores and did not correlate with JOLs. As students in the long drawing condition drew both more elements but also created more detail in those drawings compared to the short drawing condition, it is possible that the beneficial effects of creating drawings were cancelled out by the negative effects. 相似文献
20.
Jo Lunn Brownlee Elizabeth Curtis Rebecca Spooner-Lane Florian Feucht 《Education 3-13》2017,45(2):191-208
Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children's epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews, respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children's epistemic beliefs which holds implications for future research. 相似文献