Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments, better control, and better performance?

Pieger, Elisabeth; Mengelkamp, Christoph; Bannert, Maria

doi:10.1016/j.learninstruc.2016.01.012

Cited by 45 publications

(55 citation statements)

References 39 publications

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“…They usually have to learn from textbooks to prepare for an exam, and therefore, they have to monitor whether they understand the concepts ( metacomprehension ; Maki & Berry, ) and decide how much time and effort to invest. However, students are often overconfident and judge the material as too easy (Pieger, Mengelkamp, & Bannert, ) and their performance as too high compared with their assessed grades (e.g., Baker, Dunlosky, & Hertzog, ; Dunlosky, Hartwig, Rawson, & Lipko, ; Miesner & Maki, ). This phenomenon is observed in educational contexts and is also called the illusion of knowing (Glenberg, Wilkinson, & Epstein, ; see also Pieschl, , for other terms).…”

Section: Introductionmentioning

confidence: 99%

“…Because fluency affects the ease of deciphering words, it should affect the ease of learning judgments . Supporting this assumption, students predict that disfluent texts will be more difficult to learn than fluent texts (Pieger et al, ). These ease of learning judgments have often been neglected in previous research (Jönsson & Lindström, ), but they can affect the further learning process (e.g., Nelson & Leonesio, , Experiments 1 and 2) and are consequently important when rereading a text.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, comprehension judgments are affected by the experience of difficulty in processing (i.e., deciphering the words). This experience can also affect judgments of learning (Pieger et al, ). These judgments ask students about their prospective performance on a test and should then refer mainly to the situation model of text processing.…”

Section: Introductionmentioning

confidence: 99%

“…However, although metacognitive processes might be a presupposition for fluency effects on performance (e.g., Alter et al, ), fluency effects on metacognitive processes during the learning process are rarely investigated in more detail (e.g., Pieger et al, ). Moreover, there are very few studies about conditions for the fluency effect on judgments (e.g., Magreehan et al, , for word pairs; Susser, Mulligan, & Besken, , for word lists), especially with texts as learning material.…”

Section: Introductionmentioning

confidence: 99%

“…Students should make lower ease of learning judgments (Pieger et al, ) and lower familiarity judgments after reading a disfluent text compared with a fluent text. Moreover, students should make lower comprehension judgments (Maki et al, , Experiment 1) and lower judgments of learning (Pieger et al, ) for disfluent compared with fluent texts. During the test, we further expect lower retrospective confidence judgments for disfluent than for fluent texts.…”

Section: Introductionmentioning

confidence: 99%

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

Pieger

Mengelkamp²,

Bannert

2017

Applied Cognitive Psychology

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Overconfidence leads to premature termination of study and, thus, to decreased performance. The aim of the present study is to improve students' monitoring and control. We assume that disfluency fosters analytic metacognitive processes and thus reduces overconfidence. However, we expect that contrast effects moderate the fluency effects on metacognitive processes because disfluency activates analytic metacognitive processes not only for disfluent but also for succeeding fluent learning material. To test our hypotheses, university students (N = 75) learned either with a fluent text first and afterward a disfluent text or with a disfluent text first and afterward a fluent text. The results show fluency effects on control, monitoring, and monitoring accuracy only when students learned with a fluent and afterward a disfluent text. Performance was worse for disfluent than for fluent texts in both conditions. Therefore, instructional settings that help students to implement accurate monitoring into better control and better performance are required.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Pieger

Mengelkamp²,

Bannert

2017

Applied Cognitive Psychology

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The effect of signaling in dependence on the extraneous cognitive load in learning environments

et al. 2020

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Text-based learning media are often used in primary, secondary and university education. Therefore, text designers can support the learner by highlighting the most relevant information by using visual cues. Despite this signaling effect’s broad empirical basis, the extent to which the effectiveness of educational signals is dependent on moderator variables, like the design and layout of the text has not been investigated to date. In the current experiment, 138 university students learned about the formation of tsunamis from an instructional text. The text was manipulated in terms of signaling (color cues vs. no color cues) and induced learning-irrelevant extraneous cognitive load (fluent text font vs. disfluent text font). The results revealed that learners who had received the signaled text outperformed those who received the non-signaled text in terms of transfer performance. These results are explained by cognitive load, which was reduced in the signaling condition. The text font had no influence on the learning outcomes. Extraneous load induction further led to higher metacognitive accuracy and invested effort, while cognitive load and frustration were also increased. Interaction effects only occurred in terms of testing time, ease of learning and navigation. Results indicate that signaling is beneficial for transfer performance, independent of the font design of text.

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Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes

Toroujeni

2021

Educ Inf Technol

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Score interchangeability of Computerized Fixed-Length Linear Testing (henceforth CFLT) and Paper-and-Pencil-Based Testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on computerized testing may be used to investigate the interchangeability of CFLT and PPBT mean scores to corroborate if test takers’ testing performance is influenced by the effects of testing administration mode; specifically, if validity and reliability of two versions of the same test are affected. This research was conducted to probe not only score interchangeability across testing modes but also to explore the role of age and gender stereotypes, item review, ICT literacy and attitudes towards computer use as moderator variables in test takers’ reading achievement in CFLT. Fifty-eight EFL learners homogeneous in both general English and reading skills assigned into one testing group participated in this study. Three different versions of TOEFL reading comprehension test, Computer Attitude Scale (CAS), and ICT literacy Scale of TOEFL Examinees were used in this crossover quasi-controlled empirical study with a common-person and pretest–posttest design to collect data. The findings demonstrated that although the reading scores of test takers were interchangeable in both CFLT and PPBT versions regarding testing administration modes, they were different regarding item review. Furthermore, no significant interaction was found between age, gender, and ICT literacy and CFLT performance. However, attitudes towards the use of computer led to a significant change in testing achievement on CFLT.

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Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments, better control, and better performance?

Cited by 45 publications

References 39 publications

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

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

The effect of signaling in dependence on the extraneous cognitive load in learning environments

Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes

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