Judgements about knowledge: Searching for factors that influence their validity;Juicios sobre el conocimiento propio: Buscan- do factores que influyen en su validez

Electronic Journal of Research in Educational Psychology

Volumn 7, Issue 1, 2009, Pages 163-190

  Mengelkamp, Christoph ^a   Bannert, Maria ^b  

^a Rheinland Pfälzische Technische Universität Kaiserslautern Landau   (Germany)

^b CHEMNITZ UNIVERSITY OF TECHNOLOGY   (Germany)

Author keywords

Accessibility hypothesis; Accuracy; Judgements; Metacognition; Monitoring

Indexed keywords

EID: 69349100841     PISSN: 16995880     EISSN: 16962095     Source Type: Journal    
DOI: None     Document Type: Article

References (57)

1. Bannert, M. (2007). Metakognition beim Lernen mit Hypermedia [Metacognition in learning with hypermedia] (Vol. 61). Münster: Waxmann.
2. Bortz, J. (1993). Statistik für Sozialwissenschaftler [Statistics for social scientists]. Berlin: Springer.
3. Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 453-481). Hillsdale, N.J.: Erlbaum.
4. Commander, N. E., & Stanwyck, D. J. (1997). Illusion of knowing in adult readers: Effects of reading skill and passage length. Contemporary Educational Psychology, 22(1), 39-52.
5. Desoete, A. (2007). Evaluating and improving the mathematics teaching-learning process through metacognition. Electronic Journal of Research in Educational Psychology, 5(3), 705-730.
6. Desoete, A., & Roeyers, H. (2006). Metacognitive macroevaluations in mathematical problem solving. Learning and Instruction, 16(1), 12-25.
7. Diehl, J. M., & Arbinger, R. (1992). Einführung in die Inferenzstatistik [Introduction to statistical inference] (2 ed.). Eschborn bei Frankfurt am Main: Klotz.
8. Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, 322-349.
9. Dunlosky, J., & Hertzog, C. (2000). Updating knowledge about encoding strategies: a componential analysis of learning about strategy effectiveness from task experience. Psychology and Aging, 15(3), 462-474.
10. Dunlosky, J., Hertzog, C., Kennedy, M. R. T., & Thiede, K. W. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 9(1), 4-11.
11. Dunlosky, J., & Lipko, A. R. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16(4), 228-232.
12. Dunlosky, J., Rawson, K. A., & McDonald, S. L. (2002). Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material. In T. J. Perfect & B. L. Schwartz (Eds.), Applied metacognition (pp. 68-92). Cambridge, UK: University Press.
13. Dunlosky, J., Rawson, K. A., & Middleton, E. L. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language, 52(4), 551-565.
14. Furnham, A., & Rawles, R. (1999). Correlation between self-estimated and psychometrically measured IQ. Journal of Social Psychology, 139, 405-410.
15. Gillström, A., & Rönnberg, J. (1995). Comprehension calibration and recall prediction accuracy of texts: Reading skill, reading strategies, and effort. Journal of Educational Psychology, 87(4), 545-558.
16. Glenberg, A. M., & Epstein, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(4), 702-718.
17. Glenberg, A. M., & Epstein, W. (1987). Inexpert calibration of comprehension. Memory and Cognition, 15(1), 84-93.
18. Glenberg, A. M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116(2), 119-136.
19. Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92(1), 160-170.
20. Hasselhorn, M. (2001). Metakognition [Metacognition]. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (2 ed., pp. 466-471). Weinheim: Psychologie Verlags Union.
21. Holling, H., & Preckel, F. (2005). Self-estimates of intelligence - methodological approaches and gender differences. Personality and Individual Differences, 38(3), 503-517.
22. Jacobs, J. E., & Paris, S. G. (1987). Childrens metacognition about reading: issues in definition, measurement, and instruction. Educational Psychologist, 22(3&4), 255-278.
23. Jonsson, A.-C., & Allwood, C. M. (2003). Stability and variability in the realism of confidence judgments over time, content domain, and gender. Personality and Individual Differences, 34, 559-574.
24. Koriat, A. (1995). Dissociating knowing and the feeling of knowing: Further evidence for the accessibility model. Journal of Experimental Psychology: General, 124(3), 311-333.
25. Koriat, A. (2007). Metacognition and consciousness. In P. D. Zelazo, M. Moscovitch & E. Thompson (Eds.), The Cambridge handbook of consciousness (pp. 289-325). Cambridge, NY: Cambridge University Press.
26. Koriat, A., Nussinson, R., Bless, H., & Shaked, N. (2008). Information-based and experiencebased metacognitive judgments: evidence from subjective confidence. In J. Dunlosky & R. A. Bjork (Eds.), Handbook of memory and metamemory (Vol. 1, pp. 117-135). New York, NY: Psychology Press.
27. Lin, L.-M., & Zabrucky, K. M. (1998). Calibration of comprehension: research and implications for education and instruction. Contemporary Educational Psychology, 23, 345-391.
28. Lin, X., Hmelo, C., Kinzer, C. K., & Secules, T. (1999). Designing technology to support reflection. Educational Technology Research & Development, 47, 43-62.
29. Mabe, P. A., III, & West, S. G. (1982). Validity of self-evaluation of ability: a review and meta-analysis. Journal of Applied Psychology, 67(3), 280-296.
30. 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.
31. Maki, R. H., & McGuire, M. J. (2002). Metacognition for text: findings and implications for education. In T. J. Perfect & B. L. Schwartz (Eds.), Applied metacognition (pp. 68-92). Cambridge, UK: University Press.
32. Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning? Journal of Experimental Psychology: General, 131(3), 349-363.
33. Morris, C. C. (1995). Poor discourse comprehension monitoring is no methodological artifact. Psychological Record, 45(4), 655-668.
34. Nelson, T. O. (1984). A comparision of current measures of the accuracy of feeling-ofknowing predictions. Psychological Bulletin, 95(1), 109-133.
35. Nelson, T. O. (1996). Gamma is a measure of the accuracy of predicting performance on one item relative to another item, not of the absolute performance on an individual item. Applied Cognitive Psychology, 10(3), 257-260.
36. Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation (pp. 125-173). New York: Academic Press.
37. Nelson, T. O., & Narens, L. (1992). Metamemory: a theoretical framework and new findings. In T. O. Nelson (Ed.), Metacognition: core readings (pp. 117-130). Needham Heights, MA: Allyn and Bacon.
38. Nietfeld, J. L., Cao, L., & Osborne, J. W. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. Journal of Experimental Education, 74(1), 7-28.
39. Pallier, G., Wilkinson, R., Danthir, V., Kleitman, S., Knezevic, G., Stankov, L., et al. (2002). The role of individual differences in the accuracy of confidence judgments. Journal of General Psychology, 129(3), 257-299.
40. Pressley, M., Snyder, B. L., Levin, J. R., Murray, H. G., & Ghatala, E. S. (1987). Perceived readiness for examination performance (PREP) produced by initial reading of text and text containing adjunct questions. Reading Research Quarterly, 22(2), 219-236.
41. Reder, L. M., & Ritter, F. E. (1992). What determines initial feeling of knowing? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(3), 435-451.
42. Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
43. Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Edaucational Psychology, 19, 143-154.
44. Schraw, G. (1997). The effect of generalized metacognitive knowledge on test performance and confidence judgments. Journal of Experimental Education, 65(2), 135-146.
45. Schraw, G., Dunkle, M. E., Bendixen, L. D., & DeBacker Roedel, T. (1995). Does a general monitoring skill exist? Journal of Educational Psychology, 87(3), 433-444.
46. Schraw, G., & Nietfeld, J. L. (1998). A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 90(2), 236-248.
47. Schwartz, B. L., & Metcalfe, J. (1996). Methodological problems and pitfalls in the study of human metacognition. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: knowing about knowing (2 ed., pp. 93-113). Cambridge, MA: MIT Press.
48. Simons, P. R. J. (1986). Metacognition. In E. De Corte & F. E. Weinert (Eds.), International encyclopedia of developmental and instructional psychology (pp. 436-444). Oxford, UK: Elsevier Science.
49. Tergan, S.-O. (2002). Hypertext und Hypermedia: Konzeption, Lernmöglichkeiten, Lernprobleme und Perspektiven [Hypertext and hypermedia: conceptions, learning, problems in learning, and perspectives]. In L. J. Issing & P. Klimsa (Eds.), Information und Lernen mit Multimedia (pp. 99-112). Weinheim: Beltz.
50. Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66-73.
51. Torrano Montalvo, F., & Gonzáles Torres, M. C. (2004). Self-regulated learning: current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.
52. Unz, D. C., & Hesse, F. W. (1999). The use of hypertext for learning. Journal of Educational Computing Research, 20, 279-295.
53. Veenman, M. V. J. (2005). The assessment of metacognitive skills: what can be learned from multi-method designs? In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition. Implikationen für Forschung und Praxis (pp. 77-99). Münster: Waxmann.
54. Weaver, C. A., III. (1990). Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(2), 214-222.
55. Weaver, C. A., III, & Bryant, D. S. (1995). Monitoring of comprehension: the role of text difficulty in metamemory of narrative and expository texts. Memory and Cognition, 23(1), 12-22.
56. West, R. F., & Stanovich, K. E. (1997). The domain specificity and generality of overconfidence: Individual differences in performance estimation bias. Psychonomic Bulletin and Review, 4(3), 387-392.
57. Yates, J. F. (1990). Judgment and decision making. Englewood Cliffs, NJ: Prentice Hall.