Effects of keyword tasks and biasing titles on metacognitive monitoring and recall

Metacognition in action as a possible explanation for stock‐flow failure

“…Drafting the structure of the problem in one's mind requires a deeper orientation than simply reading the problem situation (Schoenfeld, 1992; Whimbey et al ., 2013). In line with the literature (Thiede et al ., 2003; Lippmann et al ., 2021), this result of the study revealed that individuals who noticed key words were able to monitor their problem‐solving process more accurately. Although phrases such as “over a 30‐minute period” might be generally considered insignificant for any test taker, as adjunct parts of a problem to be read quickly or skipped, these statements are important details to bear in mind if one is to devise a plan for solving the problem during the orientation phase.…”

“…These two strategies are critical steps in which an individual increases the level of comprehension of the information given in effortful problem‐solving tasks. The deficiencies or inconsistencies in the use of these two metacognitive strategies would negatively affect an individual's ability of in‐depth thinking by interrupting the skills such as self‐questioning (Joseph et al ., 2016), finding key words for the solution (Van De Pol et al ., 2019; Lippmann et al ., 2021), noticing possible errors (Yeung and Summerfield, 2012) and monitoring the solution process more actively (Garofalo and Lester Jr, 1985; Fiedler et al ., 2019). Considering that stock‐flow tasks are novel and nonroutine problems for most of the participants, this result suggests that the deficiencies while comprehending the problem are likely to lower the ability to solve stock‐flow tasks.…”

“…Although phrases such as “over a 30‐minute period” might be generally considered insignificant for any test taker, as adjunct parts of a problem to be read quickly or skipped, these statements are important details to bear in mind if one is to devise a plan for solving the problem during the orientation phase. Key words foster problem‐solving performance by means of decreasing the ease of processing (Kintsch et al ., 1990; Lippmann et al ., 2021). Not paying enough attention to key words in the problem‐solving process may result in people's tendency to underestimate accumulations and make their decisions based on flows but not on accumulations over time (i.e.…”

“…To this end, an important finding is that five out of nine participants (56%) who clearly emphasized the term “accumulation” in their planning process obtained the correct response. The literature highlights that extracted key words after a certain progression while working on a task is more effective in performance and thinking accuracy (Lippmann et al ., 2021; Waldeyer and Roelle, 2021). The findings of the study support the literature and calls for further investigations into the phenomena.…”

User-generated digital flashcards yield better learning than premade flashcards.

“…The materials included two educational text passages (“expressionist art,” “ancient Rome”) adapted from Lippmann et al (2013) and Magreehan (2016). Both text passages were just over 500 words in length, contained five to six short paragraphs covering different subtopics, and had a Flesch–Kincaid readability score of 15–16 (as measured using readability tools from online-utility.org).…”