Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects

Pieger, Elisabeth; Mengelkamp, Christoph; Bannert, Maria

doi:10.1002/acp.3326

Cited by 17 publications

(13 citation statements)

References 61 publications

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“…Models that include the interaction of fluency and type of contrast are barely around two times more probable than the main effects model (except for EOL2, showing clear evidence for the interaction effect). However, our results parallel the results of Pieger et al (2017) for contrast effects of perceptual fluency manipulations, using different text material. Thus, we assume that stronger fluency effects on metacognitive judgments can be found when a fluent text is learned first and a disfluent text is learned second.…”

Section: Discussionsupporting

confidence: 87%

“…Most studies focus on one kind of judgment, predominantly POPs (e.g., Rawson and Dunlosky, 2002) or two kinds of judgments (e.g., POP and RC, Maki et al, 1990). In order to investigate the entire process of learning from texts some researcher included additionally other types of judgments like EOLs, familiarity judgments and comprehension judgments (Pieger et al, 2016(Pieger et al, , 2017. Using the latter approach one may test if fluency activates analytic monitoring not only after reading a disfluent text but also via a short presentation of the fluency manipulation (EOL, see Pieger et al, 2016), and if the fluency effect remains for RC judgments even though the performance test is presented in a fluent manner (Pieger et al, 2017).…”

Section: Effects Of Disfluency On Metacognition: a Specificationmentioning

confidence: 99%

“…In order to investigate the entire process of learning from texts some researcher included additionally other types of judgments like EOLs, familiarity judgments and comprehension judgments (Pieger et al, 2016(Pieger et al, , 2017. Using the latter approach one may test if fluency activates analytic monitoring not only after reading a disfluent text but also via a short presentation of the fluency manipulation (EOL, see Pieger et al, 2016), and if the fluency effect remains for RC judgments even though the performance test is presented in a fluent manner (Pieger et al, 2017). Moreover, Pieger et al 2016found that not only the type of judgment, but also the stage of the learning process seem to matter.…”

Section: Effects Of Disfluency On Metacognition: a Specificationmentioning

confidence: 99%

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Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance

2018

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Desirable difficulties initiate learning processes that foster performance. Such a desirable difficulty is generation, e.g., filling in deleted letters in a deleted letter text. Likewise, letter deletion is a manipulation of processing fluency: A deleted letter text is more difficult to process than an intact text. Disfluency theory also supposes that disfluency initiates analytic processes and thus, improves performance. However, performance is often not affected but, rather, monitoring is affected. The aim of this study is to propose a specification of the effects of disfluency as a desirable difficulty: We suppose that mentally filling in deleted letters activates analytic monitoring but not necessarily analytic cognitive processing and improved performance. Moreover, once activated, analytic monitoring should remain for succeeding fluent text. To test our assumptions, half of the students (n = 32) first learned with a disfluent (deleted letter) text and then with a fluent (intact) text. Results show no differences in monitoring between the disfluent and the fluent text. This supports our assumption that disfluency activates analytic monitoring that remains for succeeding fluent text. When the other half of the students (n = 33) first learned with a fluent and then with a disfluent text, differences in monitoring between the disfluent and the fluent text were found. Performance was significantly affected by fluency but in favor of the fluent texts, and hence, disfluency did not activate analytic cognitive processing. Thus, difficulties can foster analytic monitoring that remains for succeeding fluent text, but they do not necessarily improve performance. Further research is required to investigate how analytic monitoring can lead to improved cognitive processing and performance.

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Section: Discussionsupporting

confidence: 87%

Section: Effects Of Disfluency On Metacognition: a Specificationmentioning

confidence: 99%

Section: Effects Of Disfluency On Metacognition: a Specificationmentioning

confidence: 99%

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Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance

2018

Self Cite

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“…Three types of presentation of mixed opinions frequently used in major online shopping platforms in China are categorized into three conditions (i.e., simple, moderately complex, and very complex). Since each cognitive process, requiring conscious control, imposes a cognitive load on working memory that might be used when solving problems, a linear relationship is hypothesized between reviewer-related attribution choices and the perceived difficulty or disfluency (reduced ease of processing) [29] caused by presentation types of mixed opinions.…”

Section: Introductionmentioning

confidence: 99%

Promoting Reviewer-Related Attribution: Moderately Complex Presentation of Mixed Opinions Activates the Analytic Process

Xie

Yuan

et al. 2021

Sustainability

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Using metacognition and dual process theories, this paper studied the role of types of presentation of mixed opinions in mitigating negative impacts of online word of mouth (WOM) dispersion on consumer’s purchasing decisions. Two studies were implemented, respectively. By employing an eye-tracking approach, study 1 recorded consumer’s attention to WOM dispersion. The results show that the activation of the analytic system can improve reviewer-related attribution options. In study 2, three kinds of presentation of mixed opinions originating from China’s leading online platform were compared. The results demonstrated that mixed opinions expressed in moderately complex form, integrating average ratings and reviewers’ impressions of products, was effective in promoting reviewer-related attribution choices. However, too-complicated presentation types of WOM dispersion can impose excessively on consumers’ cognitive load and eventually fail to activate the analytic system for promoting reviewer-related attribution choices. The main contribution of this paper lies in that consumer attribution-related choices are supplemented, which provides new insights into information consistency in consumer research. The managerial and theoretical significance of this paper are discussed in order to better understand the purchasing decisions of consumers.

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“…They further capitalize on the idea of postdiction judgments (Griffin et al, 2009), which refers to the idea of utilizing test performance of a previously completed task as a cue on which to base judgments. Others suggest that encoding and retrieval fluency can influence metacognitive judgments (Agarwal et al, 2008; Pieger et al, 2017). All have the same implication that problem-solving entails more accurate cues on which to base metacognitive judgments, reducing overconfidence and increasing metacognitive accuracy (Kant et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Performance Expectancies Moderate the Effectiveness of More or Less Generative Activities Over Time

2019

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We examined if the benefits of generation for long-term learning depend on individual differences in performance expectancies (PEs) prior to learning. We predicted that a greater generative activity (problem-solving) compared to less generative activity (worked-examples) should be more effective for pupils with higher PEs, especially in the long run. As a comparison group for problem-solving, we implemented a special type of worked-examples that decreased engaging in self-explanations, because our main prediction focused on PEs moderating the long-term effectivity of less versus greater generative activities. We tested students’ immediate and delayed performance (after 3 months) using coherent curricular materials on linear functions in a sample of eighth graders (advanced school track). The results were partly in line with our predictions: Although we found no moderation of PE and generative activity, we obtained the predicted 3-way interaction of PE, generative activity, and time. Immediately, greater generative activity (problem-solving) was beneficial for pupils with higher PEs, while for pupils with lower PEs, problem-solving versus worked-examples did not differ. In the delayed test, this pattern reversed: for lower PEs, greater generative activity outperformed less generative activities, but there was no difference for higher PEs. Unexpectedly, the initial advantage of problem-solving for higher PEs could not be maintained, decreasing over three subsequent months, whereas the performance in the worked-example condition remained at a comparable level for higher PEs. The change in performance in the problem-solving condition for lower PEs was descriptively less pronounced than in the worked-example condition, but statistically not different. We further investigated the effects of problem-solving and worked-examples on changes in PEs after learning and after testing, hinting at gradual decrease in PEs and greater metacognitive accuracy in the problem-solving condition due to a reduction of overconfidence.

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Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects

Cited by 17 publications

References 61 publications

Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance

Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance

Promoting Reviewer-Related Attribution: Moderately Complex Presentation of Mixed Opinions Activates the Analytic Process

Performance Expectancies Moderate the Effectiveness of More or Less Generative Activities Over Time

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