How restudy decisions affect overall comprehension for seventh‐grade students

Thiede, Keith W.; Redford, Joshua S.; Wiley, Jennifer; Griffin, Thomas D.

doi:10.1111/bjep.12166

Cited by 21 publications

(20 citation statements)

References 42 publications

(59 reference statements)

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“…Accurate monitoring during retrieval of textual information when taking a test enables learners to diagnose what they know and what they don't know, which ideally, improves the effectiveness of subsequent study (Little and McDaniel 2015;Thiede et al 2017). Thiede et al (2017) investigated how different strategies of subsequent study after taking a test affects further performance. They let secondary school students read three texts and complete a text comprehension test.…”

Section: Monitoring and Control Of Text Comprehensionmentioning

confidence: 99%

Development of Children’s monitoring and control when learning from texts: effects of age and test format

Steiner

Loon

Bayard

et al. 2019

Metacognition Learning

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This study investigated elementary school children's development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T 1 ) and end (T 2 ) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a comprehension test consisting of open-ended and true-false questions. They monitored their test performance by making confidence judgments, and controlled performance by deciding whether to maintain or withdraw their given answers. Overall, monitoring and control accuracy was higher for open-ended questions than for true-false questions. For open-ended questions, results indicated higher metacognitive accuracy for fourth graders than second graders. No such age effects were found for monitoring and control for true-false questions. Longitudinally, children of both age groups improved their monitoring and control accuracy from T 1 to T 2 , for open-ended and true-false questions. For both test types, improvement mainly occurred for the monitoring and controlling of incorrect, rather than correct answers. Additionally, the results indicated inter-individual stability of performance, but no stability of monitoring and control accuracy over time. The findings indicate that developmental as well as task-related factors affect children's metacognitive accuracy. Keywords Monitoring . Control . Development . Test format . Stability Learning from texts and adequately retrieving and reproducing that information when answering questions during test taking is important in daily school life. Effective learning and test taking behavior are characterized by accurate monitoring (i.e., evaluation of ongoing mental

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Section: Monitoring and Control Of Text Comprehensionmentioning

confidence: 99%

Development of Children’s monitoring and control when learning from texts: effects of age and test format

Steiner

Loon

Bayard

et al. 2019

Metacognition Learning

View full text Add to dashboard Cite

show abstract

“…The keyword effect has been confirmed in several studies and among different levels of education (e.g., De Bruin et al 2011;Shiu and Chen 2013;Thiede et al , 2005Thiede et al , 2017; for similar results using delayed summaries or concept maps see Van De Pol et al 2019). Nevertheless, there are still some open issues concerning the effects of generating delayed keywords.…”

Section: The Keyword Effectmentioning

confidence: 81%

“…An effective way to substantially increase judgment accuracy when learning from texts is to prompt learners to generate keywords that cover the main content of the texts after a delay (e.g., De Bruin et al 2011;Shiu and Chen 2013;Thiede et al , 2005Thiede et al , 2017. According to the situation model approach to metacomprehension (e.g., Griffin et al 2008;Wiley et al 2005), the underlying mechanism via which generating keywords after a delay fosters judgment accuracy is that it requires learners to access their situation model-level representation of the respective texts.…”

Section: The Keyword Effectmentioning

confidence: 99%

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The keyword effect: A conceptual replication, effects on bias, and an optimization

Waldeyer

Roelle

2020

Metacognition Learning

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Prompting learners to generate keywords after a delay is a promising means to enhance relative judgment accuracy in learning from texts. However, to date, conceptual replications of the keyword effect without the involvement of the researcher who originally proposed it are still scarce. Furthermore, it is unclear whether generating delayed keywords could reduce bias and whether the benefits of generating delayed keywords could be optimized by having learners compare their keywords with expert ones. Against this background, we conducted an experiment with N = 109 university students who read four expository texts and then were randomly assigned to one of three experimental conditions: (a) Generation of keywords after reading, (b) generation of keywords after reading and a comparison with external standards in the form of expert keywords, (c) no keyword generation (control condition). We found that generating delayed keywords significantly increased relative accuracy but did not reduce bias. Furthermore, we found that the comparison with expert keywords enhanced relative accuracy beyond the established keyword effect. However, we also found that the comparison with expert keywords increased bias (here: underconfidence). Overall, these findings suggest that generating and comparing keywords is an effective means to enhance relative accuracy.

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“…Metacomprehension accuracy is important to reading comprehension because monitoring guides decisions about rereading [31,44], which improves overall comprehension [32,45]. Thus, it is important to find ways to improve metacomprehension accuracy.…”

Section: Discussionmentioning

confidence: 99%

Drawings as Diagnostic Cues for Metacomprehension Judgment

Thiede¹,

Wright²,

Hagenah³

et al. 2019

Metacognition in Learning

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The accuracy of comprehension monitoring affects the effectiveness of rereading, which in turn affects comprehension. Thus, much research has focused on finding ways to improve monitoring accuracy. The cue-utilization framework of metacognitive monitoring provides a framework for understanding how to improve monitoring accuracy. It suggests that accuracy is driven by cues people use to judge comprehension. When people utilize cues that are highly diagnostic of performance on a test of comprehension, accuracy should improve. Many interventions that have been shown to improve monitoring accuracy have attributed the improved accuracy to increased access to highly diagnostic cues, but have failed to identify highly diagnostic cues. In our recent research, we found that instructing students to generate drawings before judging comprehension improved monitoring accuracy. Using graphic analyses protocol, we identified highly diagnostic cues. In this chapter, we will describe the procedure we used to identify these cues contained in drawings.

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How restudy decisions affect overall comprehension for seventh‐grade students

Cited by 21 publications

References 42 publications

Development of Children’s monitoring and control when learning from texts: effects of age and test format

Development of Children’s monitoring and control when learning from texts: effects of age and test format

The keyword effect: A conceptual replication, effects on bias, and an optimization

Drawings as Diagnostic Cues for Metacomprehension Judgment

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