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56
Flawed self-assessment: Implications for health, education, and the workplace
- Psychological Science in the Public Interest
"... SUMMARY—Research from numerous corners of psycho-logical inquiry suggests that self-assessments of skill and character are often flawed in substantive and systematic ways.We review empirical findings on the imperfect nature of self-assessment and discuss implications for three real-world domains: he ..."
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Cited by 69 (1 self)
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SUMMARY—Research from numerous corners of psycho-logical inquiry suggests that self-assessments of skill and character are often flawed in substantive and systematic ways.We review empirical findings on the imperfect nature of self-assessment and discuss implications for three real-world domains: health, education, and the workplace. In general, people’s self-views hold only a tenuous to modest relationship with their actual behavior and per-formance. The correlation between self-ratings of skill and actual performance in many domains is moderate to mea-ger—indeed, at times, other people’s predictions of a per-son’s outcomes prove more accurate than that person’s self-predictions. In addition, people overrate themselves. On average, people say that they are ‘‘above average’ ’ in skill (a conclusion that defies statistical possibility), over-
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 ..."
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Cited by 43 (17 self)
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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 ..."
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Cited by 40 (3 self)
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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.
Metacomprehension: A brief history and how to improve its accuracy
- Current Directions in Psychological Science
, 2007
"... ABSTRACT—People’s judgments about how well they have learned and comprehended text materials can be impor-tant for effectively regulating learning, but only if those judgments are accurate. Over two decades of research examining judgments of text learning—or metacompre-hension—has consistently demon ..."
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Cited by 30 (1 self)
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ABSTRACT—People’s judgments about how well they have learned and comprehended text materials can be impor-tant for effectively regulating learning, but only if those judgments are accurate. Over two decades of research examining judgments of text learning—or metacompre-hension—has consistently demonstrated that people’s judgment accuracy is quite poor. We review recent re-search that has shown some success in improving judgment accuracy and then argue that the most common method used to investigate metacomprehension accuracy may in-advertently constrain it. We describe a new method that sidesteps some problems of the older method and present evidence showing how people can achieve high levels of metacomprehension accuracy. KEYWORDS—metacomprehension; judgmentaccuracy;meta-
A revised methodology for research on metamemory
- Pre-judgment Recall And Monitoring (PRAM). Psychological Methods
, 2004
"... A revised methodology is described for research on metacognitive monitoring, especially judgments of learning (JOLs), to investigate psychological processing that previously has been only hypothetical and unobservable. During data collection a new stage of recall occurs just prior to the JOL, so tha ..."
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Cited by 19 (6 self)
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A revised methodology is described for research on metacognitive monitoring, especially judgments of learning (JOLs), to investigate psychological processing that previously has been only hypothetical and unobservable. During data collection a new stage of recall occurs just prior to the JOL, so that during data analysis the items can be partitioned into subcategories to measure the degree of JOL accuracy in ways that are more analytic than was previously possible. A weightedaverage combinatorial rule allows the component measures of JOL accuracy to be combined into the usual overall measure of metacognitive accuracy. An example using the revised methodology offers a new explanation for the delayed-JOL effect, in which delayed JOLs are more accurate than immediate JOLs for predicting recall. Since its inception in developmental psychology (e.g., Flavell, 1979; see also Butterfield, Nelson, & Peck, 1988), metacognition—which focuses on people’s self-monitoring and self-control of their own cognitions—has been of widespread interest in various areas of psychology (reviewed in Nelson, 1992), particularly including cognitive psychology (e.g., reviewed
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 ..."
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Cited by 18 (0 self)
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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
Organizing Instruction and Study to Improve Student Learning (NCER
, 2007
"... Sciences, under contract no. ED-05-CO-0026 to Optimal Solutions Group, LLC. ..."
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Cited by 13 (6 self)
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Sciences, under contract no. ED-05-CO-0026 to Optimal Solutions Group, LLC.
Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures
, 2006
"... Previous research indicated that learners experience an illusion of competence during learning (termed foresight bias) because judgments of learning (JOLs) are made in the presence of information that will be absent at test. The authors examined the following 2 procedures for alleviating foresight b ..."
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Cited by 10 (0 self)
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Previous research indicated that learners experience an illusion of competence during learning (termed foresight bias) because judgments of learning (JOLs) are made in the presence of information that will be absent at test. The authors examined the following 2 procedures for alleviating foresight bias: enhancing learners ’ sensitivity to mnemonic cues pertaining to ease of retrieval and inducing learners to resort to theory-based judgments as a basis for JOLs. Both procedures proved effective in mending metacognitive illusions—as reflected in JOLs and self-regulation of study time—but only theory-based debiasing yielded transfer to new items. The results support the notion that improved metacognition is 1 key to optimizing transfer but also that educating subjective experience does not guarantee generali-zation to new situations.
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 ..."
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Cited by 9 (1 self)
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Copyright restrictions may apply. doi: 10.1037/0278-7393.31.6.1267
Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect
- Discourse Processes
, 2005
"... Rereading can improve the accuracy of people’s predictions of future test perfor-mance for text material. This research investigated this rereading effect by evaluating 2 predictions from the levels-of-disruption hypothesis: (a) The rereading effect will occur when the criterion test measures compre ..."
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Cited by 7 (3 self)
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Rereading can improve the accuracy of people’s predictions of future test perfor-mance for text material. This research investigated this rereading effect by evaluating 2 predictions from the levels-of-disruption hypothesis: (a) The rereading effect will occur when the criterion test measures comprehension of the text, and (b) the reread-ing effect will not occur when a 1-week delay occurs between initial reading and re-reading. Participants (N = 113) were assigned to 1 of 3 groups: single reading, imme-diate rereading, or rereading after a 1-week delay. Outcomes were consistent with the 2 predictions stated earlier. This article discusses the status of the levels-of-disrup-tion hypothesis and alternative hypotheses based on the cognitive effort required to process texts. Metacomprehension involves a person’s assessment of his or her own comprehen-sion of text, which is a central component of self-regulated comprehension (Hacker, 1998). The role of metacomprehension in self-regulation is illustrated when a student is studying for an upcoming exam. After reading a textbook chap-ter, the student may assess how well he or she understands each section, which in turn provides input for further regulation. For example, if the student judges that a section is not well understood, he or she may study it longer (cf. Son & Metcalfe, 2000). Accordingly, the effectiveness of self-regulated comprehension is partly
