Using Standards to Improve Middle School Students' Accuracy at Evaluating the Quality of Their Recall

Journal of Experimental Psychology: Applied

Volumn 15, Issue 4, 2009, Pages 307-318

  Lipko, Amanda R ^a   Dunlosky, John ^b   Hartwig, Marissa K ^b   Rawson, Katherine A ^b   Swan, Karen ^b   Cook, Dale ^b  

^a STATE UNIVERSITY OF NEW YORK   (United States)

^b KENT STATE UNIVERSITY   (United States)

Author keywords

judgment accuracy; metacomprehension; metamemory; student learning

Indexed keywords

ADOLESCENT; ANALYSIS OF VARIANCE; ARTICLE; ATTENTION; CHILD; DECISION MAKING; FEMALE; HUMAN; LEARNING; MALE; PHYSIOLOGY; RECALL; RECOGNITION; SELF EVALUATION; STUDENT;

ADOLESCENT; ANALYSIS OF VARIANCE; ATTENTION; CHILD; FEMALE; HUMANS; JUDGMENT; MALE; MENTAL RECALL; RECOGNITION (PSYCHOLOGY); SELF ASSESSMENT (PSYCHOLOGY); SERIAL LEARNING; STUDENTS;

EID: 75149188828     PISSN: 1076898X     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0017599     Document Type: Article

References (40)

1. Ariel R., Dunlosky J., and Bailey H. Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General 138 (2009) 432-447
2. Baker J., and Dunlosky J. Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects. Psychonomic Bulletin & Review 13 (2006) 60-65
3. Baker L. Spontaneous versus instructed use of multiple standards for evaluating comprehension: Effects of age, reading proficiency, and type of standard. Journal of Experimental Child Psychology 38 (1984) 289-311
4. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. (1988), Erlbaum, Hillsdale, NJ
5. Dunlosky J., Hertzog C., Kennedy M.R.T., and Theide K.W. The self-monitoring approach for effective learning. Cognitive Technology 10 (2005) 4-11
6. Dunlosky J., and Lipko A.R. Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science 16 (2007) 228-232
7. Dunlosky J., Rawson K.A., and Hacker D. Metacomprehension of science text: Investigating the levels-of-disruption hypothesis. In: Otero J., and Graesser A. (Eds). The psychology of science text comprehension (2002), Erlbaum, Hillsdale, NJ 255-280
8. Dunlosky J., Rawson K.A., and Middleton E. What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language 52 (2005) 551-564
9. Goldsmith M., Koriat A., and Pansky A. Strategic regulation of grain size in memory reporting over time. Journal of Memory and Language 52 (2005) 505-525
10. Greene J.A., and Azevedo R. A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research 77 (2007) 334-372
11. Hacker D.J. Comprehension monitoring of written discourse across early-to-middle adolescence. Reading and Writing: An Interdisciplinary Journal 9 (1997) 207-240
12. Hartwig, M. K., & Dunlosky, J. (2009, April). Using idea-unit standards to improve students' self-monitoring of learning. Paper presented at the Midwestern Psychological Association Conference, Chicago.
13. Judd C.M., and McClelland G.H. Data analysis: A model-comparison approach (1989), Harcourt Brace Jovanovich, Orlando, FL
14. Karpicke J.D., and Roediger III H.L. Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language 57 (2007) 151-162
15. Kikas E. The impact of teaching on students' definitions and explanations of astronomical phenomena. Learning and Instruction 8 (1998) 439-454
16. Koriat A. How do we know that we know? The accessibility model of the feeling of knowing. Psychological Review 100 (1993) 609-639
17. Koriat A. Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General 126 (1997) 349-370
18. Lipko A.R., Dunlosky J., and Merriman W.E. Persistent overconfidence despite practice: The role of task experience in preschoolers' recall predictions. Journal of Experimental Child Psychology 103 (2009) 152-166
19. Maki R.H. Test predictions over text material. In: Hacker D.J., Dunlosky J., and Graesser A.C. (Eds). Metacognition in educational theory and practice (1998), Erlbaum, Mahwah, NJ 117-144
20. Metcalfe J., and Kornell N. A region of proximal learning model of study time allocation. Journal of Memory and Language 52 (2005) 463-477
21. Miles J.R., and Stine-Morrow E.A.L. Adult age differences in self-regulated learning from reading sentences. Psychology and Aging 19 (2004) 626-636
22. Morris C.C. Retrieval processes underlying confidence in comprehension judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition 16 (1990) 223-232
23. Nelson T.O., Dunlosky J., Graf E.A., and Narens L. Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science 5 (1994) 207-213
24. Nelson T.O., and Narens L. Metamemory: A theoretical framework and new findings. In: Bower G.H. (Ed). The psychology of learning and motivation 26 (1990), Academic Press, New York 125-173
25. Nelson T.O., Narens L., and Dunlosky J. A revised methodology for research on metamemory: Pre-judgment recall and monitoring (PRAM). Psychological Methods 9 (2004) 53-69
26. Nietfeld J.L., Cao L., and Osborne J.W. The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy. Metacognition and Learning 1 (2006) 159-179
27. Pyc M.A., and Rawson K.A. Examining the efficiency of schedules of distributed retrieval practice. Memory & Cognition 35 (2007) 1917-1927
28. Pyc M.A., and Rawson K.A. Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?. Journal of Memory and Language 60 (2009) 437-447
29. Rawson K.A., and Dunlosky J. Are performance predictions for text based on ease of processing?. Journal of Experimental Psychology: Learning, Memory, and Cognition 28 (2002) 69-80
30. Rawson K.A., and Dunlosky J. Improving students' self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology 19 (2007) 559-579
31. Rawson K.A., Dunlosky J., and Thiede K.W. The rereading effect: Metacomprehension accuracy improves across reading trials. Memory & Cognition 28 (2000) 1004-1010
32. Schneider W., and Lockl K. Procedural metacognition in children: Evidence for developmental trends. In: Dunlosky J., and Bjork R.A. (Eds). Handbook of metamemory and memory (2008), Taylor & Francis, New York 391-409
33. Schneider W., and Pressley M. Memory development between two and twenty. 2nd ed. (1997), Erlbaum, Mahwah, NJ
34. Son L.K., and Metcalfe J. Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition 26 (2000) 204-221
35. Thiede K.W. The importance of monitoring and self-regulation during multi-trial learning. Psychonomic Bulletin & Review 6 (1999) 662-667
36. Thomas A.K., and McDaniel M.A. Metacomprehension for educationally relevant materials: Dramatic effects of encoding-retrieval interactions. Psychonomic Bulletin & Review 14 (2007) 212-218
37. Wiley J., Griffin T., and Thiede K.W. Putting the comprehension in metacomprehension. The Journal of General Psychology 132 (2005) 408-428
38. Winne P.H. Students' calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research 41 (2004) 466-488
39. Winne P.H., and Hadwin A.F. Studying as self-regulated learning. In: Hacker D.J., Dunlosky J., and Graesser A.C. (Eds). Metacognition in educational theory and practice (1998), Erlbaum, Mahwah, NJ 277-304
40. Zabrucky K., and Moore D. Children's ability to use three standards to evaluate their comprehension of text. Reading Research Quarterly 24 (1989) 336-352