Adding judgments of understanding to the metacognitive toolbox (original) (raw)

Metacognitive Judgments and Performance

2011

The question of how students manage and allocate their study time is a complex problem, consisting of decisions regarding switching between material, stopping studying, deciding what to prioritize, how long to study given material, and what learning goals to set. The first project detailed investigates switching decisions, investigating how students choose to switch between lists. Several experiments investigate the effects of self-efficacy on metacognitive judgments and study behaviors such as study time, study strategies, and goal setting and achievement. The third project investigates metacognitive framing, a factor that may influence metacognitive judgments, and potentially, study behaviors. The last project examines the influence of different kinds of study scenarios on metacognitive judgments, specifically, repeated testing, spaced restudy, and massed study. Together, these lines of work show evidence of how metacognitive judgments are influenced, how students choose to switch between materials, and how students enact study strategies to achieve learning goals. most difficult (low JOL) items for restudy; evidence suggested that people chose to study the most difficult items (with the largest discrepancies between the current state of learning and the goal), and spent more time on them. This model is referred to as discrepancy reduction because it is assumed that people work to reduce discrepancies between the current state and the goal state ). These results have been replicated many times

Assessing Metacognition: Theory and Practices

Many researchers in education emphasized students’ metacognition should be fostered for academic development and achievement. However, to support students’ metacognitive development and adequacy appropriately, their metacognition is to be assessed first. For this purpose, this theoretical study conducted a short review of metacognition, its assessment, and limitations of assessment measures and procedures. By focusing on ten current studies, a pattern of metacognition assessment was portrayed. It was concluded that knowledge about and regulation of cognition was assessed simultaneously as metacognition theory proposes. To assess especially knowledge about cognition, exclusively off-line measures were used. For regulation of cognition, both off-line and on-line measures were used. Chronological analysis of these studies revealed that latest metacognition assessment studies tended to utilize domain-specific or real-life tasks. Based on the findings, research implications for assessment and instruction were laid down.

Individual differences in metacognition: Evidence against a general metacognitive ability

Memory & Cognition, 2000

Individual differences in metacognitive accuracy are generally thought to reflect differences in metacognitive ability. If so, memory monitoring performance should be consistent across different metacognitive tasks and show high test-retest reliability. Two experiments examined these possibilities, using four common metacognitive tasks: ease of learning judgments, feeling of knowing judgments, judgments of learning, and text comprehension monitoring. Alternate-forms correlations were computed for metacognitive accuracy (with a 1-week interval between tests). Although individual differences in memory and confidence were stable across both sessions and tasks, differences in metacognitive accuracy were not. These results pose considerable practical and theoretical challenges for metacognitive researchers.

THE ROLE OF METACOGNITIVE KNOWLEDGE IN LEARNING PROCESS

http://www.euroasiapub.org (An open access scholarly, peer-reviewed, interdisciplinary, monthly, and fully refereed journals.) 413 distinguish between what is Meta and what is Cognitive (Brown, 1987). For example, the skill needed to read a text differs from the skill of monitoring one's understanding of the text. The first is an example of a cognitive skill, the second of the metacognitive sill. The knowledge that one is better at reading than at implementing software is of metacognitive nature. Research in cognitive skills in general includes different tasks, such as memory tasks, reading text, writing, language acquisition, problem solving, but also performing calculations, measurements, mathematical modeling, drawing, etc. cognition not only includes the observation and manipulation of objects, entities, reality, but also the often coupled to previously learned skills (Vos, 2001). , in his model of metacognition, assumes that function, but are similar in their form and quality, i.e., both can be acquired, be forgotten, be correct or incorrect, and metacognition can be expressed in external formulations, with said information being either correct or not, subjective, shared, or validated, just like cognition.