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1.
The objective of this paper is to review and synthesize two interrelated topics in the adult metacomprehension literature:
the bases of metacomprehension judgment and the constraints on metacomprehension accuracy. Our review shows that adult readers
base their metacomprehension judgments on different types of information, including experiences with current tasks and pre-formed
expectations of performance affected by factors such as self-perception of ability. We propose a model that shows the anchoring
and adjustment mechanism (Tversky and Kahneman, Science 185:1124–1130, 1974) underlies metacomprehension judgments. Specifically,
due to test uncertainty, people may judge future comprehension performance by starting with an anchor such as pre-formed performance
expectations and then (insufficiently) adjust away from it based on experiences with current tasks. This anchoring and adjustment
model of metacomprehension judgment sheds light on what constrains metacomprehension accuracy. We conclude that two main accuracy
constraints are the anchoring effect and the poor diagnostic validity of experiential cues. Based on the review, we discuss
avenues for future research that will further our understanding of the mechanisms underlying metacomprehension. 相似文献
2.
The present research examined the effect of illustrations on readers' metacomprehension accuracy for expository science text. In two experiments, students read non-illustrated texts, or the same texts illustrated with either conceptual or decorative images; were asked to judge how well they understood each text; and then took tests for each topic. Metacomprehension accuracy was computed as the intra-individual correlation between judgments and inference test performance. Results from both studies showed that the presence of decorative images can lead to poor metacomprehension accuracy. In the second study, an analysis of the cues that students reported using to make their judgments revealed that students who used comprehension-relevant cues showed more accurate metacomprehension. A self-explanation instruction did not alter either comprehension-relevant cue use or metacomprehension accuracy, although some advantages were seen when readers were prompted to self-explain from texts illustrated with conceptual images. These results suggest that students may need more explicit instruction or support to promote the use of valid cues when engaging in comprehension monitoring with illustrated text, and that seductive information such as decorative images may undermine comprehension monitoring. 相似文献
3.
This study investigated whether social information can affect Ease-of-Learning (EOL), Judgments-of-Learning (JOL), and Feeling-of-Knowing (FOK) and their accuracy. Participants first learned associated word pairs and made the above-mentioned judgments. They were later divided into two groups of metacognitive ability in order to assess if they had been affected differently by the social cues, which consisted of information about previous performances of college students. Results revealed that the magnitude of the metamemory judgments assessed was significantly affected by the social cues and that participants with a Low level of metacognitive ability were more influenced than those with High metacognitive ability. Concerning accuracy, however, only the recall accuracy of JOL judgments was affected. Further, different patterns of influence across the three judgments were observed for the two ability groups. Results and educational implications were discussed. 相似文献
4.
Tatsushi Fukaya 《Metacognition and Learning》2013,8(1):1-18
The ability to monitor the status of one’s own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as concept mapping or self-explaining). However, the question still remains as to which process, encoding or retrieving, causes the improvement of metacomprehension accuracy, and the findings of previous research on this matter have been inconsistent. This study examined whether college students’ metacomprehension accuracy improves when they expect, at the time of reading, that they will explain the content later (active encoding) or when they actually generate an explanation (encoding plus active retrieving). In the experiments, college students read five texts. During reading, some students expected that they would generate explanations but did not actually generate them. In contrast, some students actually generated an explanation of the text after reading. All students then rated their comprehension of each text. Finally, they completed tests on the materials. Results of both studies revealed that metacomprehension accuracy, operationalized as the association between comprehension ratings and test performance, was greater for the group that actually generated explanations than for the expectancy or control groups. 相似文献
5.
Evelyn S. Chiang David J. Therriault Bridget A. Franks 《Metacognition and Learning》2010,5(2):121-135
In recent decades, increasing numbers of studies have focused on metacomprehension accuracy, or readers’ ability to distinguish
between texts comprehended more vs. less well. Following early findings that suggested readers are fairly poor at doing so,
a number of studies have identified specific tasks to supplement a single reading of text that have resulted in greater metacomprehension
accuracy. One assumption underlying these studies is that, in the absence of such tasks, metacomprehension accuracy is uniformly
poor, and given their implementation, readers uniformly improve. Here we describe the individual variation that occurs both
in the absence (e.g., within a single text reading manipulation) and presence (e.g., within a rereading or selective rereading task manipulation) of these supplementary tasks (N = 214), in order to make a case for greater attention to individual differences in metacomprehension accuracy. We also introduce
a new manipulation in metacomprehension research, selective rereading, and argue that certain types of tasks may be more likely
to reveal individual differences in metacomprehension accuracy due to the nature of the task being more or less demanding
on working memory capacity. 相似文献
6.
Tracy Linderholm Qin Zhao David J. Therriault Kristi Cordell-McNulty 《Metacognition and Learning》2008,3(3):175-188
Low accuracy levels are often obtained when readers are asked to predict test performance over reading materials. Three investigations
further explore the information readers use to make predictions during metacomprehension. Our results show that readers’ estimates
are influenced by factors such as their initial impression of the reading task, based in part on their perceptions surrounding
text genre and test item type. To explain these and other published results, a new framework for investigating metacomprehension
using Tversky and Kahneman’s (Science, 185:1124–1131, 1974) anchoring and adjustment heuristic as a guide is proposed. We argue that readers anchor comprehension test performance on
factors such as self-perceptions of reading ability and/or perceptions of the reading task and then insufficiently adjust
their predictions to reflect the demands of the specific reading task at hand such as text difficulty. 相似文献
7.
Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological
awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise
time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to phonological awareness.
Prosodic sensitivity was measured by two reiterant speech tasks modelled on Kitzen (2001). The children with developmental dyslexia were significantly impaired in the reiterant speech tasks and in the phonological
awareness tasks (onset and rime awareness). There were significant predictive relations between basic auditory processing
of amplitude envelope structure (in particular, rise time), prosodic sensitivity, phonological awareness, reading, and spelling.
The auditory processing difficulties that characterise children with developmental dyslexia appear to impair their sensitivity
to phrase-level prosodic cues such as metrical structure as well as to phonology, but in this study phonological and prosodic
sensitivity made largely independent contributions to reading. 相似文献
8.
When people begin to study new material, they may first judge how difficult it will be to learn. Surprisingly, these ease of learning (EOL) judgments have received little attention by metacognitive researchers so far. The aim of this study was to systematically investigate how well EOL judgments can predict actual learning, and what factors may moderate their relative accuracy. In three experiments, undergraduate psychology students made EOL judgments on, then studied, and were tested on, lists of word-pairs (e.g., sun – warm). In Experiment 1, the Goodman-Kruskal gamma (G) correlations showed that EOL judgments were accurate (G = .74) when items varied enough in difficulty to allow for proper discrimination between them, but were less accurate (G = .21) when variation was smaller. Furthermore, in Experiment 1 and 3, we showed that the relative accuracy was reliably higher when the EOL judgments were correlated with a binary criterion (i.e., if an item was recalled or not on a test), compared with a trials-to-learn criterion (i.e., how many study and test trials were needed to recall an item). In addition, Experiments 2 and 3 indicate other factors to be non-influential for EOL accuracy, such as the task used to measure the EOL judgments, and whether items were judged sequentially (i.e., one item at a time in isolation from the other items) or simultaneously (i.e., each item was judged while having access to all other items). To conclude, EOL judgments can be highly accurate (G = .74) and may thus be of strategic importance for learning. Further avenues for research are discussed. 相似文献
9.
Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self-assesses one’s text comprehension, has received far less attention. We conducted a study in which we examined students’ (N = 47) comprehension and metacomprehension accuracy (prediction accuracy and postdiction accuracy) of a statistics text as a function of their statistical misconceptions. Text comprehension and metacomprehension accuracy referred to both conceptual and procedural aspects of statistics. The results showed that students who had more misconceptions achieved poorer conceptual text comprehension and, at the same time, provided more overconfident predictions of their conceptual and procedural text comprehension than students who had fewer misconceptions. In contrast, postdiction accuracy of conceptual and procedural text comprehension was not affected by misconceptions. 相似文献
10.
Two experiments were conducted to investigate anchoring effects on metacomprehension judgments as a function of fictitious
information participants received about past peer performance. In Experiment 1 participants were randomly assigned to one of the three anchor groups that, in some cases, provided past peer performance
averages in terms of a percentage: a high anchor (85%) a low anchor (55%), and no anchor. Results showed that relative to
the no anchor group, the low anchor group made significantly lower prospective judgments whereas the high anchor group did not make significantly higher prospective judgments. With a high anchor of greater
magnitude (95%), Experiment 2 demonstrated more pronounced anchoring effects on prospective judgments: Relative to the no anchor group, the low anchor
group made significantly lower judgments and the high anchor group made significantly higher judgments. In addition, Experiment 2 showed that anchoring effects occurred even on retrospective judgments. Overall, the results showed that peer performance information can serve as an anchoring point for metacomprehension
judgments and the anchoring effects are tenacious given that they can even affect retrospective judgments of performance. 相似文献
11.
12.
R. Baird Shuman 《The Educational forum》2013,77(3):280-281
Accurate teacher judgment of students' reading ability is critical for identification of students in need of intervention. Little research is available that examines the accuracy of teachers' judgments in identifying students at risk for early reading difficulty as students begin school. Findings of this study indicate that teachers are fairly accurate in their judgments, but the fact that reading ability provides the foundation for academic success suggests the need for a high degree of accuracy in their judgments of students' reading ability. 相似文献
13.
The Effects of Social Cues on Confidence Judgments Mediated by Knowledge and Regulation of Cognition
The relationships between knowledge of cognition and regulation of cognition and how they interact to mediate the effects of social cues on confidence judgments were investigated. The participants were asked to read 6 literature texts, answer corresponding multiple-choice comprehension questions, and rate the accuracy of their test performances. Subsequently, they were assigned to 4 different ability groups according to their knowledge and their regulation of cognition, assessed by means of a metacognitive checklist and by accuracy results on the tests, respectively. Knowledge and regulation of cognition conjointly played an important role in predicting performance and the magnitude and accuracy of confidence judgments. However, social cues affected confidence judgments of the participants as a function of their regulatory ability only. Results and educational implications are discussed. 相似文献
14.
Theories of metacognition assume that better monitoring leads to better control and performance. Furthermore, monitoring accuracy is often low because students are overconfident (absolute accuracy) and unable to discriminate comprehension of different text-passages (relative accuracy). Fluency seems to be a cue for metacognitive judgments, and therefore, reducing fluency should lead to less automatic processing, lower judgments, and better absolute and relative accuracy. Because the accuracy of metacognitive judgments is the basis of the control of learning, disfluency should lead to more appropriate control and thus to better performance. To test these assumptions, students (N = 83) learned either with disfluent or with fluent text-passages. The results show that disfluency led to better absolute and relative accuracy but not for all types of judgments. Moreover, students hardly implemented monitoring in control, resulting in lack of improved performance. Further research is required to investigate why students did not base control on monitoring. 相似文献
15.
Stefan Gustafson Christina Samuelsson Ellinor Johansson Julia Wallmann 《Scandinavian Journal of Educational Research》2013,57(3):292-308
According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into sub-components, and the contribution from non-verbal ability and general processing speed was also studied. The results demonstrated that decoding made the largest contribution to reading ability for children with reading difficulties, while language comprehension contributed the most for children with typical reading ability. The contribution of non-verbal ability was not significant, and general processing speed only made a significant contribution to decoding for typical children. The two factors in the Simple View of Reading, decoding and comprehension, together explained less of the variance in reading ability for children with reading difficulties than for children with typical reading ability. 相似文献
16.
J M Stoefen-Fisher 《American annals of the deaf》1990,135(3):252-256
This study investigated the factors used by teachers of the hearing impaired in identifying the reading interests of their students. It also examined the accuracy of their judgments in comparison to students' responses on a reading interest inventory. Twenty teachers of the hearing impaired were asked to judge the top two reading interest areas for each of the 82 students. They also described the factors they used in making their judgments. The 82 hearing-impaired students completed a reading interest inventory. Their results were compared then with their teachers' judgments. Results indicated that teachers were only moderately accurate in judging their students' reading interests. 相似文献
17.
Xenia Schmalz Kristina Moll Claudio Mulatti Gerd Schulte-Körne 《Scientific Studies of Reading》2019,23(1):64-76
ABSTRACTPrevious studies found a relationship between performance on statistical learning (SL) tasks and reading ability and developmental dyslexia. Thus, it has been suggested that the ability to implicitly learn patterns may be important for reading acquisition. Causal mechanisms behind this relationship are unclear: Although orthographic sensitivity to letter bigrams may emerge through SL and facilitate reading, there is no empirical support for this link. We test 84 adults on two SL tasks, reading tests, and a bigram sensitivity task. We test for correlations using Bayes factors. This serves to test the prediction that SL and reading ability are correlated and to explore sensitivity to bigram legality as a potential mediator. We find no correlations between SL tasks and reading ability, SL and bigram sensitivity, or between the SL tasks. We conclude that correlating SL with reading ability may not yield replicable results, partly due to low correlations between SL tasks. 相似文献
18.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
19.
Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch 总被引：1，自引：0，他引：1
This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed. 相似文献