Concept mapping improves metacomprehension accuracy among 7th graders

Learning and Instruction

Volumn 22, Issue 4, 2012, Pages 262-270

  Redford, Joshua S ^a   Thiede, Keith W ^a   Wiley, Jennifer ^b   Griffin, Thomas D ^b  

^a BOISE STATE UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

Concept map; Metacomprehension

Indexed keywords

EID: 84859961818     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2011.10.007     Document Type: Article

References (52)

1. Anderson M.C.M., Thiede K.W. Why do delayed summaries improve metacomprehension accuracy?. Acta Psychologica 2008, 128:110-118.
2. Ariel R., Dunlosky J., Bailey H. Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. Journal of Experimental Psychology: General 2009, 138:432-447. 10.1037/a0015928.
3. Baker J.M.C., Dunlosky J. Does momentary accessibility influence metacognitive judgments? The influence of study-judgment lags on accessibility effects. Psychonomic Bulletin & Review 2006, 13:60-65.
4. Begg I.M., Martin L.A., Needham D.R. Memory monitoring: how useful is self-knowledge about memory?. European Journal of Cognitive Psychology 1992, 4:195-218. 10.1080/09541449208406182.
5. Benjamin A.S., Bjork R.A., Schwartz B.L. The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General 1998, 127:55-68. 10.1037/0096-3445.127.1.55.
6. Chi M.T.H., DeLeeuw N., Chiu M., Lavancher C. Eliciting self-explanation improves understanding. Cognitive Science 1994, 18:439-477.
7. de Bruin A., Thiede K.W., Camp G., Redford J.R. Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology 2011, 109:294-310. 10.1016/j.jecp.2011.02.005.
8. Duke N.K. 3.6 minutes per day: the scarcity of informational texts in first grade. Reading Research Quarterly 2000, 35:202-224. 10.1598/RRQ.35.2.1.
9. Dunlosky J., Hertzog C., Kennedy M.R.F., Thiede K.W. The self-monitoring approach for effective learning. International Journal of Cognitive Technology 2005, 10:4-11.
10. Dunlosky J., Lipko A.R. Metacomprehension: a brief history and how to improve its accuracy. Current Directions in Psychological Science 2007, 16:228-232. 10.1111/j.1467-8721.2007.00509.x.
11. Dunlosky J., Rawson K.A. Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect. Discourse Processes 2005, 40:37-55. 10.1207/s15326950dp4001_2.
12. Glenberg A.M., Epstein W. Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition 1985, 11:702-718. 10.1037/0278-7393.11.1-4.702.
13. Glenberg A.M., Sanocki T., Epstein W., Morris C. Enhancing calibration of comprehension. Journal of Experimental Psychology: General 1987, 116:119-136. 10.1037/0096-3445.116.2.119.
14. Goodman L.A., Kruskal W.H. Measures of association for cross classification. Journal of the American Statistical Association 1954, 49:732-764. 10.2307/2281536.
15. Gravetter F.J., Wallnau L.B. Essentials of statistics for the behavioral sciences 1999, Brooks/Cole Publishing Company, Pacific Grove, CA. 3rd ed.
16. Griffin T.D., Wiley J., Thiede K.W. Individual differences, rereading, and self-explanation: concurrent processing and cue validity as constraints on metacomprehension accuracy. Memory & Cognition 2008, 36:93-103. 10.3758/MC.36.1.93.
17. Kintsch W. Text comprehension, memory, and learning. American Psychologist 1994, 49:294-303. 10.1037/0003-066X.49.4.294.
18. Kintsch W. Comprehension: A paradigm for cognition 1998, Cambridge University Press, New York.
19. Koriat A. Monitoring one's own knowledge during study: a cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General 1997, 126:349-370. 10.1037/0096-3445.126.4.349.
20. Leopold C., Leutner D. Science text comprehension: drawing, main idea selection, and summarizing as learning strategies. Learning and Instruction 2011, 1-11. 10.1016/j.learninstruc.2011.05.005.
21. Maki R.H. Test predictions over text material. Metacognition in educational theory and practice 1998, 117-144. Lawrence Erlbaum Associates Publishers, Mahwah, NJ, US. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
22. Maki R.H., Berry S.L. Metacomprehension of text material. Journal of Experimental Psychology: Learning, Memory, and Cognition 1984, 10:663-679.
23. Maki R.H., Serra M. Role of practice tests in the accuracy of test predictions on text material. Journal of Educational Psychology 1992, 84:200-210. 10.1037/0022-0663.84.2.200.
24. Markman E.M. Realizing that you don't understand: a preliminary investigation. Child Development 1977, 48:986-992.
25. Markman E.M. Realizing that you don't understand: elementary school children's awareness of inconsistencies. Child Development 1979, 50:643-655. 10.2307/1128929.
26. McNamara D.S., Kintsch E., Songer N.B., Kintsch W. Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction 1996, 14:1-43. 10.1207/s1532690xci1401_1.
27. Metcalfe J., Kornell N. The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General 2003, 132:530-542. 10.1037/0096-3445.132.4.530.
28. Morris C.C. Retrieval processes underlying confidence in comprehension judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition 1990, 16:223-232. 10.1037/0278-7393.16.2.223.
29. Nelson T.O. A comparison of current measures of feeling-of-knowing accuracy. Psychological Bulletin 1984, 95:109-133. 10.1037/0033-2909.95.1.109.
30. Nelson T.O., Narens L. Metamemory: a theoretical framework and new findings. The psychology of learning and motivation 1990, Vol. 26:125-141. Academic Press, New York. G.H. Bower (Ed.).
31. Nesbit J.C., Adesope O.O. Learning with concept and knowledge maps: a meta-analysis. Review of Educational Research 2006, 76:413-448. 10.3102/00346543076003413.
32. Nuckles M., Hubner S., Renkl A. Enhancing self-regulated learning by writing learning protocols. Learning and Instruction 2009, 19:259-271. 10.1016/j.learninstruc.2008.05.002.
33. Pearson P.D., Duke N.K. Comprehension instruction in the primary grades. Comprehension instruction: Research based best practices 2002, 247-258. Guilford, New York. C.C. Block, M. Pressley (Eds.).
34. Pressley M., Borkowski J.G., O'Sullivan J.T. Memory strategy instruction is made of this: metamemory and durable strategy use. Educational Psychologist 1984, 19:94-107.
35. Rawson K.A., Dunlosky J. Are performance predictions for text based on ease of processing?. Journal of Experimental Psychology: Learning, Memory, and Cognition 2002, 28:69-80. 10.1037/0278-7393.28.1.69.
36. Rawson K., Dunlosky J., Thiede K.W. The rereading effect: metacomprehension accuracy improves across reading trials. Memory & Cognition 2000, 28:1004-1010.
37. Roderer T., Roebers C.M. Children's strategic regulation of memory accuracy. Applied memory 2009, 253-274. Nova Science Publishers, Hauppauge, NY, US. M.R. Kelley (Ed.).
38. Roebers C.M., von der Linden N., Schneider W., Howie P. Children's metamemorial judgments in an event recall task. Journal of Experimental Child Psychology 2007, 97:117-137. 10.1016/j.jecp.2006.12.006.
39. Stensvold M.S., Wilson J.T. The interaction of verbal ability with concept mapping in learning from a chemistry laboratory activity. Science Education 1990, 74:473-480. 10.1002/sce.3730740407.
40. Thiede K.W. The importance of accurate monitoring and effective self-regulation during multitrial learning. Psychonomic Bulletin & Review 1999, 6:662-667.
41. Thiede K.W., Anderson M.C.M., Therriault D. Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology 2003, 95:66-73. 10.1037/0022-0663.95.1.66.
42. Thiede K.W., Dunlosky J. 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 1999, 25:1024-1037. 10.1037/0278-7393.25.4.1024.
43. Thiede K.W., Dunlosky J., Griffin T.D., Wiley J. Understanding the delayed keyword effect on metacomprehension accuracy. Journal of Experimental Psychology: Learning, Memory and Cognition 2005, 31:1267-1280. 10.1037/0278-7393.31.6.1267.
44. Thiede K.W., Griffin T., Wiley J. Test expectancy affects metacomprehension accuracy. British Journal of Educational Psychology 2011, 81:264-273.
45. Thiede K.W., Griffin T.D., Wiley J., Anderson M.C.M. Poor metacomprehension accuracy as a result of inappropriate cue use. Discourse Processes 2010, 47:331-362. 10.1080/01638530902959927.
46. Thiede K.W., Griffin T.D., Wiley J., Redford J.S. Metacognitive monitoring during and after reading. Handbook of metacognition in education 2009, 85-106. Routledge/Taylor & Francis Group, New York, NY, US. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
47. Venezky R. The origins of the present-day chasms between adult literacy needs and school literacy instruction. Scientific Studies of Reading 2000, 4:19-39.
48. Weaver C.A. Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition 1990, 16:214-222. 10.1037/0278-7393.16.2.214.
49. Weaver C.A., Bryant D.S. Monitoring of comprehension: the role of text difficulty in metamemory for narrative and expository text. Memory & Cognition 1995, 23:12-22.
50. Weinstein C.E., Mayer R.E. The teaching of learning strategies. Handbook on research in teaching 1986, 315-327. Macmillan, New York. 3rd ed. M.C. Wittrock (Ed.).
51. Wiley J., Griffin T., Thiede K.W. Putting the comprehension in metacomprehension. Journal of General Psychology 2005, 132:408-428. 10.3200/GENP.132.4.408-428.
52. Winne P.H., Hadwin A.F. Studying as self-regulated learning. Metacognition in educational theory and practice 1998, 277-304. LEA, Hillsdale, NJ. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).