Metacognitive Monitoring Accuracy Research Articles

Efecto de la instrucción de estrategias cognitivas en la precisión del monitoreo metacognitivo de los alumnos universitarios estadounidenses

Antecedentes: El monitoreo, como componente de regulación de la metacognición, es un aspecto esencial del aprendizaje autorregulado. El monitoreo se reconoce como la capacidad del alumno para comprender con éxito lo que está aprendiendo y, por lo general, implica actividades metacognitivas como preguntas, reflexiones, inferencias y retroalimentación autogenerada. Sin embargo, pocos estudios hasta la fecha han examinado la influencia de la capacitación en estrategias cognitivas para la precisión del monitoreo metacognitivo de los alumnos. Objetivo: La presente investigación exploró el efecto del capacitación en estrategias cognitivas para la precisión del monitoreo metacognitivo de los alumnos universitarios de Estados Unidos (N = 62) después de la intervención, mientras que se controlaba estadísticamente la precisión del monitoreo previo a la intervención, para ello, se empleó un diseño de investigación experimental. Metodología: Los alumnos fueron asignados al azar al grupo de entrenamiento de estrategias (n = 31) o al grupo de control (n = 31). Resultados: Resultados revelaron que los alumnos expuestos a capacitación de estrategias cognitivas demostraron un monitoreo significativamente más preciso que los alumnos que formaron parte del grupo control, incluso después de ajustar la precisión del monitoreo antes de implementar la intervención. Conclusiones: Los profesores de aula pueden emplear la capacitación de estrategias cognitivas específicas en su práctica diaria para mejorar los resultados del aprendizaje entre sus alumnos, y esta capacitación se puede realizar de forma sucinta, obviando así la necesidad de demasiado tiempo adicional.

Changes in metacognitive monitoring accuracy in an introductory physics course

Student learning in introductory science, technology, engineering, and mathematics (STEM) courses is often self-regulated. For self-regulated learning to be effective, students need to engage in accurate metacognitive monitoring to make appropriate metacognitive control decisions. However, the accuracy with which individuals monitor their task performance appears to largely overlap with their ability to perform that task. This study examined the trajectories in the accuracy of students’ metacognitive monitoring over the course of a semester, along with the effect of monitoring accuracy feedback. The results indicate that some students improve the accuracy of their predictions over the course of a semester. However, low-performing students are less accurate at predicting their exam grades, and tend not to improve their metacognitive calibration over the course of a semester. In addition, providing low-performing students with calibration feedback may lead to greater overconfidence.

INFLUENCE OF THE ACCURACY OF METACOGNITIVE MONITORING ON THE SUCCESS OF LEARNING ACTIVITY

The theoretical analysis of the researches on the influence of accuracy of metacognitive monitoring on the success of educational activity was carried out in the article. By metacognitive monitoring, we mean the ability to assess the current state of cognitive activity and the focus on tracking whether the subject is correct on the problem posed, and on establishing a level of understanding of the processed material. When considering the properties of metacognitive monitoring, one should pay attention to its accuracy. The precision of metacognitive monitoring allows an individual to successfully use effective metacognitive strategies to achieve the goals of cognition. This provides an advantage in planning information processing processes and identifying effective strategies in the future. The judgments of metacognitive monitoring are an important source of student control of cognitive processes during the acquisition of information. Obviously, in the case of excessive assurance, when memorizing the educational material, the student does not pay enough attention to study it, as he mistakenly believes that he has learnt it. However, underestimating its own abilities, the student will spend too much effort and time to process the information. The main trends in the accuracy of metacognitive monitoring and the success of learning activities are presented by the following assertions: high indicators of monitoring development, measured by various questionnaires, correlate positively with academic achievements and the success of the implementation of knowledge tests; School students and college students who demonstrate more precise metacognitive monitoring of the success of the tests of knowledge, have higher scores on these tests, and also have higher rates of academic performance; School students and college students who demonstrate low performance of knowledge tests, as well as low academic performance, tend to re-evaluate their knowledge. Keywords: metacognitive processes, metacognitive monitoring, learning activity, overconfidence, underconfidence, calibration. Accepted: 07. 0 9 .2018 Reviewed: 21 .0 9 .2018 Published: 12 .10.2018 DOI: https://doi.org/10.31108/3.2019.2.9.4 * * * * * Завантажити/прочитати статтю PDF

Are there sex differences in confidence and metacognitive monitoring accuracy for everyday, academic, and psychometrically measured spatial ability?

The current study evaluated sex differences in (1) self-perceptions of everyday and academic spatial ability, and (2) metacognitive monitoring accuracy for measures of spatial visualization and spatial orientation. Undergraduate students completed the Paper Folding Test, Spatial Relations Test, and the Revised Purdue Spatial Visualization Test while making confidence judgments (CJs) for each trial. They also made global estimates of performance and rated their ability to perform several everyday and academic spatial scenarios. Across multiple spatial measures, female students displayed lower confidence in their item-level monitoring and global assessments of performance than did male students, even when no actual differences in spatial performance occurred. Women were also less confident in their self-assessments of their visual-spatial ability for scientific domains than were men. However, the absolute and relative accuracy of CJs did not differ as a function of sex suggesting that women can monitor their spatial performance as well as men.

Predicting others' knowledge: Knowledge estimation as cue utilization.

Predicting what others know is vital to countless social and educational interactions. For example, the ability of teachers to accurately estimate what knowledge students have has been identified as a crucial component of effective teaching. I propose the knowledge estimation as cue-utilization framework, in which judges use a variety of available and salient metacognitive cues to estimate what others know. In three experiments, I tested three hypotheses of this framework: namely, that participants do not automatically ground estimates of others' knowledge in their own knowledge, that judgment conditions shift how participants weight different cues, and that participants differentially weight cues based upon their diagnosticity. Predictions of others' knowledge were dynamically generated by judges who weighed a variety of available and salient cues. Just as the accuracy of metacognitive monitoring of one's own learning depends upon the conditions under which judgments of self are elicited, the bases and accuracy of metacognitive judgments for others depends upon the conditions under which they are elicited.

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

LEARNING MOTIVATION IN METACOGNITIVE MONITORING RELIABILITY

The paper tries to contribute to better understanding of the reliability of metacognitive monitoring. The research is centred in a precise theoretical framework of motivation in metacognitive monitoring of the learning activity of university students(n = 262; M = 19,5; SD = 1,87). Moreover, we aimed to study the role of the learning motivation in such metacognitive monitoring error as the illusion of knowing.To diagnose the role of the learning motivation in metacognitive monitoring reliability a method of motivation diagnosis by Ilyina (2003) was used provided by the study of the structure of motivation in the university activity. The results of the empirical study of the learning motivation in metacognitive monitoring are highlighted. In particular, the results show that among the most important characteristics, student motivation is aimed to provide better understanding of the nature of metacognitive monitoring reliability and can help in the annihilation of the negative impact of the illusion of knowing on metacognitive monitoring of the university learning activity. Those students who were focused on knowledge performed accurate metacognitive judgements. However, among the students targeted for occupation the accuracy of metacognitive monitoring was the highest (MaJOL = -.006; SD = .01; MaRCJ = -.006; SD = .02; MJOL = .03; SD = .02; MRCJ = .00; SD = .01) (p = .05). Possible prospectives of future investigations of the problem are also described.

The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media?

Technological development has influenced the ways in which learning and reading takes place, and a variety of technological tools now supplement and partly replace paper books. Previous studies have suggested that digital study media impair metacognitive monitoring and regulation (Ackerman & Goldsmith, 2011; Ackerman & Lauterman, 2012; Lauterman & Ackerman 2014). The aim of the current study was to explore the relationship between metacognitive experiences and learning for digital versus non-digital texts in a test situation where metacognitive experiences were assessed more broadly compared to previous studies, and where a larger number of potentially confounding factors were controlled for. Experiment 1 (N = 100) addressed the extent to which metacognitive monitoring accuracy for 4 factual texts was influenced by whether texts were presented on a paper sheet, a PC, an iPad, or a Kindle. Metacognitive experiences were measured by Predictions of Performance (PoP), Judgements of Learning (JoL), and Confidence Ratings (CR), and learning outcome was measured by recognition performance. Experiment 2 (N = 50) applied the same basic procedure, comparing a paper condition with a PC condition with the opportunity to take notes and highlight text. In both experiments, study media had no consistent effect on metacognitive calibration or resolution. The results give little support to previous claims that digital learning impairs metacognitive regulation.

The effects of distraction on metacognition and metacognition on distraction: evidence from recognition memory.

The effects of auditory distraction in memory tasks have, to date, been examined with procedures that minimize participants’ control over their own memory processes. Surprisingly little attention has been paid to metacognitive control factors which might affect memory performance. In this study, we investigate the effects of auditory distraction on metacognitive control of memory, examining the effects of auditory distraction in recognition tasks utilizing the metacognitive framework of Koriat and Goldsmith (1996), to determine whether strategic regulation of memory accuracy is impacted by auditory distraction. Results replicated previous findings in showing that auditory distraction impairs memory performance in tasks minimizing participants’ metacognitive control (forced-report test). However, the results revealed also that when metacognitive control is allowed (free-report tests), auditory distraction impacts upon a range of metacognitive indices. In the present study, auditory distraction undermined accuracy of metacognitive monitoring (resolution), reduced confidence in responses provided and, correspondingly, increased participants’ propensity to withhold responses in free-report recognition. Crucially, changes in metacognitive processes were related to impairment in free-report recognition performance, as the use of the “don’t know” option under distraction led to a reduction in the number of correct responses volunteered in free-report tests. Overall, the present results show how auditory distraction exerts its influence on memory performance via both memory and metamemory processes.

The effect of metacognitive monitoring accuracy in working memory on emotional information processing with word recall task

The effect of metacognitive monitoring accuracy in working memory on emotional information processing with word recall task

Test expectancy affects metacomprehension accuracy

Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests. The purpose of the present study was to examine whether the accuracy metacognitive monitoring was affected by the nature of the test expected. Students (N= 59) were randomly assigned to one of two test expectancy groups (memory vs. inference). Then after reading texts, judging learning, completed both memory and inference tests. Test performance and monitoring accuracy were superior when students received the kind of test they had been led to expect rather than the unexpected test. Tests influence students' perceptions of what constitutes learning. Our findings suggest that this could affect how students prepare for tests and how they monitoring their own learning.

Optimising self-regulated study: The benefits—and costs—of dropping flashcards

Self-regulation of study activities is a constant in the lives of students—who must decide what to study, when to study, how long to study, and by what method to study. We investigated self-regulation in the context of a common study method: flashcards. In four experiments we examined the basis and effectiveness of a metacognitive strategy adopted almost universally by students: setting aside (dropping) items they think they know. Dropping has a compelling logic—it creates additional opportunities to study undropped items—but it rests on two shaky foundations: students’ metacognitive monitoring and the value they assign to further study. In fact, being allowed to drop flashcards had small but consistently negative effects on learning. The results suggest that the effectiveness of self-regulated study depends on both the accuracy of metacognitive monitoring and the learner's understanding, or lack thereof, of how people learn.

Accuracy of metacognitive monitoring affects learning of texts.

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 (immediate-keyword 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 delayed-keyword group versus the other groups. The results are framed in the context of a discrepancy-reduction model of self-regulated study. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Accuracy of metacognitive monitoring affects learning of texts.

Accuracy of metacognitive monitoring affects learning of texts.

The importance of monitoring and self-regulation during multitrial learning.

Theory suggests that accuracy of metacognitive monitoring and self-regulation of study will affect test performance, but there is little empirical evidence linking these variables. I examined the relation among these variables in a multitrial learning task. Regression analyses showed that monitoring accuracy and self-regulation were reliably related to test performance--greater monitoring accuracy and more effective self-regulation were associated with greater test performance. These analyses were contrasted with analyses typically conducted in previous research, to show the importance of using a multitrial learning task and of attending to the theoretically based causal relation among variables when evaluating how monitoring accuracy and self-regulation are related to test performance. The results of this investigation may help to explain why previous research has failed to link these variables.