Summarizing can improve metacomprehension accuracy

Contemporary Educational Psychology

Volumn 28, Issue 2, 2003, Pages 129-160

  Thiede, Keith W ^a   Anderson, Mary C M ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037387949     PISSN: 0361476X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0361-476X(02)00011-5     Document Type: Article

References (70)

1. Anderson, T. H., & Ambruster, B. B. (1984). Studying. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook for reading research (Vol. 1, pp. 657-679). White Plains, NY: Longman.
2. Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 331-346.
3. August, D. L., Flavell, J. H., & Clift, R. (1984). Comparison of comprehension monitoring of skilled and less skilled readers. Reading Research Quarterly, 20, 39-53.
4. Bean, T. W., & Steenwyk, F. L. (1984). The effect of three forms of summarization on sixth graders' summary writing and comprehension. Journal of Reading Behavior, 16, 297-306.
5. Benjamin, A. S., Bjork, R. A., & Schwartz, B. L. (1998). The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127, 55-68.
6. Berkowitz, S. J. (1986). Effects of instruction in text organization on sixth-grade students' memory for expository reading. Reading Research Quarterly, 21, 161-178.
7. Britton, B. K., & Gülgöz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-345.
8. Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14.
9. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
10. Campione, J. C., Brown, A. L., & Ferrara, R. A. (1982). Mental retardation and intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence. Cambridge, England: Cambridge University Press.
11. Doctorow, M. J., Wittrock, M. C., & Marks, C. B. (1978). Generative processes in reading comprehension. Journal of Educational Psychology, 70, 109-118.
12. Dufresne, A., & Kobasigawa, A. (1988). Developmental differences in children's spontaneous allocation of study time. The Journal of Genetic Psychology, 149, 87-92.
13. Dufresne, A., & Kobasigawa, A. (1989). Children's spontaneous allocation of study time: Differential and sufficient aspects. Journal of Experimental Child Psychology, 47, 274-296.
14. Dunlosky, J., & Hertzog, C. (1997). Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning. Journal of Gerontology: Psychological Science, 52, 178-186.
15. Dunlosky, J., & Nelson, T. O. (1992). Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition, 20, 374-380.
16. Dunlosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of four factors that affect peoples self-paced study. Acta Psychologica, 98, 37-56.
17. Fletcher, C. R., van den Broek, P., & Arthur, E. J. (1996). A model of narrative comprehension and recall. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 141-164). Mahwah, NJ: Erlbaum.
18. Foltz, P. W., Kintsch, W., & Landauer, T. K. (1998). The measurement of textual coherence with latent semantic analysis. Discourse Processes, 25, 285-307.
19. Garner, R. (1982). Efficient text summarization-costs and benefits. Journal of Educational Research, 75, 275-279.
20. Garner, R. (1987). Metacognition and reading comprehension. Norword, NJ: Ablex Publishing Corporation.
21. Glenberg, A. M., & Epstein, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 702-718.
22. Glenberg, A. M., & Epstein, W. (1987). Inexpert calibration of comprehension. Memory & Cognition, 15, 84-93.
23. Glenberg, A. M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116, 119-136.
24. Graesser, A. C., Millis, K. K., & Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163-189.
25. Gravetter, F. J., & Wallnau, L. B. (1999). Essentials of statistics for the behavioral sciences (3rd ed.). Pacific Grove, CA: Brooks/Cole Publishing Company.
26. Hyland, M. E. (1988). Motivational control theory: An integrative framework. Journal of Personality and Social Psychology, 55, 642-651.
27. King, J. F., Zechmeister, E. B., & Shaughnessy, J. J. (1980). Judgments of knowing: The influence of retrieval practice. American Journal of Psychology, 93, 329-343.
28. Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182.
29. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
30. Koriat, A. (1997). Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, 349-370.
31. Koriat, A., & Goldsmith, M. (1996). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490-517.
32. Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato's problem: The latent semantic analysis theory of the acquisition, induction, and representation of knowledge. Psychological Review, 104, 211-240.
33. Landauer, T. K., Foltz, P. W., & Laham, D. (1998). An introduction to latent semantic analysis. Discourse Processes, 25, 259-284.
34. Le Ny, J. F., Denhière, G., & Le Taillanter, D. (1972). Regulation of study-time and interstimulus similarity in self-paced learning conditions. Acta Psychologica, 36, 280-289.
35. Lovelace, E. A. (1984). Metamemory: Monitoring future recallability during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 756-766.
36. Maki, R. H. (1998a). Test predictions over text material. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 117-144). Hillsdale, NJ: LEA.
37. Maki, R. H. (1998b). Predicting performance on text: Delayed versus immediate predictions and tests. Memory & Cognition, 26, 959-964.
38. Maki, R. H., & Berry, S. L. (1984). Metacomprehension of text material. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 663-679.
39. Maki, R. H., Foley, J. M., Kajer, W. K., Thompson, R. C., & Willert, M. G. (1990). Increased processing enhances calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 609-616.
40. Maki, R. H., Jonas, D., & Kallod, M. (1994). The relationship between comprehension and metacomprehension ability. Psychonomic Bulletin & Review, 1, 126-129.
41. Maki, R. H., & Serra, M. (1992). Role of practice tests in the accuracy of test predictions on text material. Journal of Educational Psychology, 84, 200-210.
42. Maki, R. H., & Swett, S. (1987). Metamemory for narrative text. Memory & Cognition, 15, 72-83.
43. Mazzoni, G., & Nelson, T. O. (1993). Metacognitive monitoring after different kinds of monitoring. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1263-1274.
44. McGivern, J. E., Levin, J. R., Ghatala, E. S., & Pressley, M. (1986). Can selection of an effective memory strategy be induced vicariously? Contemporary Educational Psychology, 11, 170-186.
45. Morris, C. C. (1990). Retrieval processes underlying confidence in comprehension judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 223-232.
46. Nelson, T. O. (1984). A comparison of current measures of feeling-of-knowing accuracy. Psychological Bulletin, 95, 109-133.
47. Nelson, T. O., & Dunlosky, J. (1991). When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The "delayed JOL effect.". Psychological Science, 2, 267-270.
48. Nelson, T. O., Dunlosky, J., Graf, A., & Narens, L. (1994). Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science, 5, 207-213.
49. Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125-141). New York: Academic Press, Inc.
50. Palinscar, A. S. (1986). Metacognitive strategy instruction. Exceptional Children, 53, 118-124.
51. Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
52. Paris, S. G., & Lindauer, B. K. (1982). The development of cognitive skills during childhood. In B. R. Wolman (Ed.), The handbook of developmental psychology (pp. 333-349). Englewood Cliffs: Prentice Hall.
53. Pearson, P. D., & Fielding, L. (1996). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 815-860). Mahwah, NJ: Erlbaum.
54. Powers, W. T. (1973). Behavior: The control of perception. Chicago: Aldine.
55. Pressley, M., Borkowski, J. G., & O'Sullivan, J. T. (1984a). Memory strategy instruction is made of this: Metamemory and durable strategy use. Educational Psychologist, 19, 94-107.
56. Pressley, M., & Levin, J. R. (1983). Cognitive strategy research: Educational applications. New York: Springer-Verlag.
57. Pressley, M., Levin, J. R., & Ghatala, E. S. (1984b). Memory strategy monitoring in adults and children. Journal of Verbal Learning and Verbal Behavior, 23, 270-288.
58. Rawson, K., & Dunlosky, J., 2002. All performance prediction for text based on case of processing? Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 69-80.
59. Rawson, K., Dunlosky, J., & Thiede, K. W. (2000). The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition, 28, 1004-1010.
60. Shaughnessy, J. J., & Zechmeister, E. B. (1992). Memory monitoring accuracy as influenced by the distribution of retrieval practice. Bulletin of the Psychonomic Society, 30, 125-128.
61. Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-221.
62. Thiede, K. W. (1999). The importance of accurate monitoring and effective self-regulation during multitrial learning. Psychonomic Bulletin & Review, 6, 662-667.
63. Thiede, K. W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1024-1037.
64. van den Broek, P., Risden, K., Fletcher, C. R., & Thurlow, R, (1996). A "Landscape" view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 165-187). Mahwah, NJ: Erlbaum.
65. Vesonder, G. T., & Voss, J. F. (1985). On the ability to predict one's own responses while learning. Journal of Memory and Language, 24, 363-376.
66. Weaver III, C. A. (1990). Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 214-222.
67. Weaver III, C. A., & Bryant, D. S. (1995). Monitoring of comprehension: The role of text difficulty in metamemory for narrative and expository text. Memory & Cognition, 23, 12-22.
68. Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (1988). Learning and study strategies: Issues in assessment, instruction, and evaluation. New York: Academic Press.
69. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: LEA.
70. Wittrock, M. C., & Alesandrini, K. (1990). Generation of summaries and analogies and analytic and holistic abilities. American Educational Research Journal, 27, 489-502.