Results 1 - 10
of
44
Study efficacy and the region of proximal learning framework
- Journal of Experimental Psychology: Learning, Memory, and Cognition
, 2006
"... One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants ’ l ..."
Abstract
-
Cited by 43 (17 self)
- Add to MetaCart
(Show Context)
One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants ’ learning was enhanced when they were allowed to control what they studied. Experiments 2a–d replicated this finding and showed contributions of self-regulated study to learning. Experiments 3a and 3b showed that, when forced to choose among items they did not know, participants chose the easiest items and benefited from doing so, providing evidence for the link between metacognitive monitoring/control and learning, and supporting the region of proximal learning model of study-time allocation.
The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and
, 2006
"... Do we run away because we are frightened, or are we frightened because we run away? The authors address this issue with respect to the relation between metacognitive monitoring and metacognitive control. When self-regulation is goal driven, monitoring affects control processes so that increased proc ..."
Abstract
-
Cited by 40 (3 self)
- Add to MetaCart
(Show Context)
Do we run away because we are frightened, or are we frightened because we run away? The authors address this issue with respect to the relation between metacognitive monitoring and metacognitive control. When self-regulation is goal driven, monitoring affects control processes so that increased processing effort should enhance feelings of competence and feelings of knowing. In contrast, when self-regulation is data driven, such feelings may be based themselves on the feedback from control processes, in which case they should decrease with increasing effort. Evidence for both monitoring-based control and control-based monitoring occurring even in the same situation is presented. The results are discussed with regard to the issue of the cause-and-effect relation between subjective experience and behavior.
Predicting one’s own forgetting: The role of experience-based and theory-based processes
- Journal of Experimental Psychology: General
, 2004
"... The authors examined the hypothesis that judgments of learning (JOL), if governed by processing fluency during encoding, should be insensitive to the anticipated retention interval. Indeed, neither item-by-item nor aggregate JOLs exhibited “forgetting ” unless participants were asked to estimate rec ..."
Abstract
-
Cited by 40 (7 self)
- Add to MetaCart
(Show Context)
The authors examined the hypothesis that judgments of learning (JOL), if governed by processing fluency during encoding, should be insensitive to the anticipated retention interval. Indeed, neither item-by-item nor aggregate JOLs exhibited “forgetting ” unless participants were asked to estimate recall rates for several different retention intervals, in which case their estimates mimicked closely actual recall rates. These results and others reported suggest that participants can access their knowledge about forgetting but only when theory-based predictions are made, and then only when the notion of forgetting is accentuated either by manipulating retention interval within individuals or by framing recall predictions in terms of forgetting rather than remembering. The authors interpret their findings in terms of the distinction between experience-based and theory-based JOLs. In recent years, social and cognitive psychologists have given increasing emphasis to a possible distinction between two modes of thought that underlie judgments, decisions, and behavior (see Chaiken & Trope, 1999; Kahneman, 2003). The distinction has been variously described as nonanalytic versus analytic cognition (Jacoby & Brooks, 1984), associative versus rule-based systems
Using a model to compute the optimal schedule of practice
- Journal of Experimental Psychology: Applied
, 2008
"... By balancing the spacing effect against the effects of recency and frequency, this paper explains how practice may be scheduled to maximize learning and retention. In an experiment, an optimized condition using an algorithm determined with this method was compared with other conditions. The optimize ..."
Abstract
-
Cited by 31 (0 self)
- Add to MetaCart
By balancing the spacing effect against the effects of recency and frequency, this paper explains how practice may be scheduled to maximize learning and retention. In an experiment, an optimized condition using an algorithm determined with this method was compared with other conditions. The optimized condition showed significant benefits with large effect sizes for both improved recall and recall latency. The optimization method achieved these benefits by using a modeling approach to develop a quantitative algorithm, which dynamically maximizes learning by determining for each item when the balance between increasing temporal spacing (that causes better long-term recall) and decreasing temporal spacing (that reduces the failure related time cost of each practice) means that the item is at the spacing interval where long-term gain per unit of practice time is maximal. As practice repetitions accumulate for each item, items become stable in memory and this optimal interval increases.
Metacognitive control and strategy selection: Deciding to practice retrieval during learning
- Journal of Experimental Psychology: General
, 2009
"... Retrieval practice is a potent technique for enhancing learning, but how often do students practice retrieval when they regulate their own learning? In 4 experiments the subjects learned foreign-language items across multiple study and test periods. When items were assigned to be repeatedly tested, ..."
Abstract
-
Cited by 25 (4 self)
- Add to MetaCart
(Show Context)
Retrieval practice is a potent technique for enhancing learning, but how often do students practice retrieval when they regulate their own learning? In 4 experiments the subjects learned foreign-language items across multiple study and test periods. When items were assigned to be repeatedly tested, repeatedly studied, or removed after they were recalled, repeated retrieval produced powerful effects on learning and retention. However, when subjects were given control over their own learning and could choose to test, study, or remove items, many subjects chose to remove items rather than practice retrieval, leading to poor retention. In addition, when tests were inserted in the learning phase, attempting retrieval improved learning by enhancing subsequent encoding during study. But when students were given control over their learning they did not attempt retrieval as early or as often as they should to promote the best learning. The experiments identify a compelling metacognitive illusion that occurs during self-regulated learning: Once students can recall an item they tend to believe they have “learned ” it. This leads students to terminate practice rather than practice retrieval, a strategy choice that ultimately results in poor retention.
Learners’ choices and beliefs about selftesting
- Memory
, 2009
"... Students have to make scores of practical decisions when they study. We investigated the effectiveness of, and beliefs underlying, one such practical decision: the decision to test oneself while studying. Using a flashcards-like procedure, participants studied lists of word pairs. On the second of t ..."
Abstract
-
Cited by 23 (7 self)
- Add to MetaCart
(Show Context)
Students have to make scores of practical decisions when they study. We investigated the effectiveness of, and beliefs underlying, one such practical decision: the decision to test oneself while studying. Using a flashcards-like procedure, participants studied lists of word pairs. On the second of two study trials, participants either saw the entire pair again (pair mode) or saw the cue and attempted to generate the target (test mode). Participants were asked either to rate the effectiveness of each study mode (Experiment 1) or to choose between the two modes (Experiment 2). The results demonstrated a mismatch between metacognitive beliefs and study choices: Participants (incorrectly) judged that the pair mode resulted in the most learning, but chose the test mode most frequently. A post-experimental questionnaire suggested that self-testing was motivated by a desire to diagnose learning rather than a desire to improve learning.
Metacognitive judgments and control of study
- Current Directions in Psychological Science
, 2009
"... Recent evidence indicates that people's judgments of their own learning are not epiphenomenal, but rather are causally related to their study behavior. It is argued here that people use these metacognitions in an effort to selectively study material in their own Region of Proximal Learning. The ..."
Abstract
-
Cited by 18 (0 self)
- Add to MetaCart
(Show Context)
Recent evidence indicates that people's judgments of their own learning are not epiphenomenal, but rather are causally related to their study behavior. It is argued here that people use these metacognitions in an effort to selectively study material in their own Region of Proximal Learning. They attempt to first eliminate materials that are already well learned. Then they progress successively from studying easier to more difficult materials. Successful implementation of this metacognitively guided strategy enhances learning. The necessary components are, first, that the metacognitions be accurate, and second, that the appropriate choices are implemented for study. With these parts in place, the individual is in position to effectively take control of his or her own learning. The study of people's metacognition--their knowledge of their own knowledge--is motivated by the assumption that if metacognition were accurate people could take effective control of their own learning. Because of this assumed link to control of learning, whether metacognitive monitoring is or is not accurate has received much
Metacognitive control and optimal learning.
- Cognitive Science,
, 2006
"... Abstract The notion of optimality is often invoked informally in the literature on metacognitive control. We provide a precise formulation of the optimization problem and show that optimal time allocation strategies depend critically on certain characteristics of the learning environment, such as t ..."
Abstract
-
Cited by 14 (1 self)
- Add to MetaCart
(Show Context)
Abstract The notion of optimality is often invoked informally in the literature on metacognitive control. We provide a precise formulation of the optimization problem and show that optimal time allocation strategies depend critically on certain characteristics of the learning environment, such as the extent of time pressure, and the nature of the uptake function. When the learning curve is concave, optimality requires that items at lower levels of initial competence be allocated greater time. On the other hand, with logistic learning curves, optimal allocations vary with time availability in complex and surprising ways. Hence there are conditions under which optimal strategies will be relatively easy to uncover, and others in which suboptimal time allocation might be expected. The model can therefore be used to address the question of whether and when learners should be able to exercise good metacognitive control in practice.
Understanding the delayed-keyword effect on metacomprehension accuracy
- Journal of Experimental Psychology: Learning, Memory, and Cognition
, 2005
"... Copyright restrictions may apply. doi: 10.1037/0278-7393.31.6.1267 ..."
Abstract
-
Cited by 9 (1 self)
- Add to MetaCart
(Show Context)
Copyright restrictions may apply. doi: 10.1037/0278-7393.31.6.1267
