Illusion of Knowing in Adult Readers: Effects of Reading Skill and Passage Length

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

“…It is a construct that has been linked to effective learning and higher academic achievement presumably because it enables students to evaluate and effectively control their own learning (Young & Fry, 2008;Schraw, 1994;Sperling, Howard, & Staley, 2004). There is evidence that college students with higher metacognitive knowledge and skills are more likely to perform better in measures of academic performance than peers with low metacognition (Steinberg, Bohning, & Chowning, 1991;Maki, 1998a;Commander & Stanwyck, 1997). Although there is evidence that, if taught to students, metacognitive skills can boost academic performance, most research that has been carried out in this area has been done with school-aged children (Hennessey, 1999;Kramarski & Mevarech, 2003).…”

Text cohesion and metacomprehension: Immediate and delayed judgments

“…A third hypothesis that must be eliminated involves the amount of information processed (Commander & Stanwyck, 1997). The quality of the ratings may differ according to the amount of text (information) on which the judgment is based.…”

“…One such explanation would rest on the amount of information involved in each judgment. Commander and Stanwyck (1997), for instance, have shown that judgments are better for long texts than for short passages. This provides a possible explanation for the difference between immediate judgments (bearing on paragraphs) and delayed judgments (bearing on the whole text).…”

Judgements about Knowledge: Searching for Factors that Influence their Validity

“…The calculation of a between-person measure of accuracy showed mixed results, too. Commander and Stanwyck (1997) found that about 58 % of the students were classified as accurate on the basis of predictive judgements, whereas 63 % were classified as accurate on the basis of retrospective judgements. In a classroom study (Hacker, Bol, Horgan, & Rakow, 2000), global predictive and global retrospective judgements over three exams were compared.…”