For effective self-regulated study of expository texts, it is crucial that learners can accurately monitor their understanding of cause-and-effect relations. This study aimed to improve adolescents' monitoring accuracy using a diagram completion task. Participants read six texts, predicted performance, selected texts for restudy, and were tested for comprehension. Three groups were compared, in which learners either completed causal diagrams immediately after reading, completed them after a delay, or received no-diagram control instructions. Accuracy of predictions of performance was highest for learning of causal relations following delayed diagram completion. Completing delayed diagrams focused learners specifically on their learning of causal relations, so this task did not improve monitoring of learning of factual information. When selecting texts for restudy, the participants followed their predictions of performance to the same degree, regardless of monitoring accuracy. Fine-grained analyses also showed that, when completing delayed diagrams, learners based judgments on diagnostic cues that indicated actual understanding of connections between events in the text. Most important, delayed diagram completion can improve adolescents' ability to monitor their learning of cause-and-effect relations.

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a b s t r a c tThe study investigated whether activation of inaccurate prior knowledge before study contributes to primary-school children's commission errors and overconfidence in these errors when learning new concepts. Findings indicate that inaccurate prior knowledge affects children's learning and calibration. The level of children's judgments of learning for recall responses for which they would not receive credit was inappropriately high after activation of inaccurate prior knowledge.Moreover, results showed that activation of inaccurate prior knowledge was not only detrimental for monitoring judgments during learning, but also for calibration accuracy after test taking. When judging the quality of their recall responses on the posttest, children were more overconfident when they had activated inaccurate prior knowledge. Also, the children often discarded concepts from further study after activation of inaccurate prior knowledge. These results suggest that in order to improve selfregulated learning, it may be important to detect inaccuracies in children's prior knowledge.