Text cohesion and metacomprehension: Immediate and delayed judgments

Lefèvre, Nathalie; Lories, Guy

doi:10.3758/bf03206315

Cited by 8 publications

(5 citation statements)

References 55 publications

(66 reference statements)

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“…If so, the possible influence of ease of processing on judgments will be diminished for older adults compared with younger adults (cf. Lefevre & Lories, 2004).…”

Section: Aging and Metacomprehensionmentioning

confidence: 99%

Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning.

Dunlosky

Baker

Rawson

et al. 2006

Psychology and Aging

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In 2 experiments, the authors investigated whether age-related differences exist in metacomprehension by evaluating predictions based on the ease-of-processing (EOP) hypothesis. According to this hypothesis, judgments of how well a text has been learned are based on how easily each text was processed; easier processing results in higher judgments. Participants read either sentence pairs or longer texts and judged their learning of each immediately afterward. Although an age-related difference in the use of processing ease in judgments was observed with sentence pairs, for longer texts older and younger adults' judgments were similarly related to processing ease. In both experiments, age equivalence was also evident in the accuracy of the judgments at predicting performance on the criterion test. The overall pattern of results suggests that judging text learning remains largely intact with aging.

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“…If so, the possible influence of ease of processing on judgments will be diminished for older adults compared with younger adults (cf. Lefevre & Lories, 2004).…”

Section: Aging and Metacomprehensionmentioning

confidence: 99%

Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning.

Dunlosky

Baker

Rawson

et al. 2006

Psychology and Aging

View full text Add to dashboard Cite

show abstract

“…Typically, these judgments include ease of learning (EOL), judgment of learning (JOL), feeling of knowing (FOK), and retrospective confidence judgments (RCJ) (Nelson, 1992; Nelson & Narens, 1990). These approaches have been used to examine metacognitive ability in several cognitive domains, including control of action (Augustyn & Rosenbaum, 2005), comprehension of text (Dunloskly, Baker, Rawson, & Hertzog, 2006; Griffin, Jee, & Wiley, 2009; Griffin, Wiley, & Thiede, 2008; Lefèvre & Lories, 2004; Maki & Berry, 1984; Rawson, Dunlosky, & Thiede, 2000; Thiede, Wiley, & Griffin, 2010), and a great number of studies have investigated memory (i.e., metamemory) (Hager & Hasselhorn, 1992; Hertzog, Dixon, & Hultsch, 1990; Kaszniak & Zak, 1996; Leonesio & Nelson, 1990; McDonald-Miszczak, Hertzog, & Hultsch, 1995; Pannu & Kaszniak, 2005; Tiede, Derksen, & Leboe, 2009).…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Monitoring in Moderate and Severe Traumatic Brain Injury

Chiou

Carlson

Arnett

et al. 2011

J Int Neuropsychol Soc

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The ability to engage in self-reflective processes is a capacity that may be disrupted after neurological compromise; research to date has demonstrated that patients with traumatic brain injury (TBI) show reduced awareness of their deficits and functional ability compared to caretaker or clinician reports. Assessment of awareness of deficit, however, has been limited by the use of subjective measures (without comparison to actual performance) that are susceptible to report bias. This study used concurrent measurements from cognitive testing and confidence judgments about performance to investigate in-the-moment metacognitive experiences after moderate and severe traumatic brain injury. Deficits in metacognitive accuracy were found in adults with TBI for some but not all indices, suggesting that metacognition may not be a unitary construct. Findings also revealed that not all indices of executive functioning reliably predict metacognitive ability.

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“…A recency effect can be discounted here, as the ending of the essay was no better than preceding sections. However, Lefevre and Lories' (2004) work on metacomprehension seems useful. They argue that there are different cues for immediate and delayed judgements of text partly due to the limitations of working memory, implying that cues used for moment-by-moment model building may not be the same cues used in more global evaluations of the text, although there would be a relationship between the two.…”

Section: Discussionmentioning

confidence: 99%

Accessing and Understanding the Tacit Dimensions of Assessment

Hugh‐Jones

Waterman

Wilson

2009

Psychology Learning & Teaching

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Despite the pervasive use of marking criteria across higher education, their clarity, precision and objectivity are arguably spurious and context bound, with a concern that many assessors may be marking for elements not represented in the marking criteria. The existence and nature of such implicit, or tacit, influences on assessment were explored in this small study, through an initial online questionnaire (N = 20) followed by a verbal protocol with eight psychology assessors. The protocol involved thinking aloud whilst marking and providing feedback on an undergraduate essay. Assessors' articulated thoughts were recorded, transcribed and subjected to detailed coding. Findings indicated that novice and experienced markers attended to similar features in the essay and that these features were identifiable in published marking criteria. However, there was considerable variation in the marks awarded (from 55 to 65). The paper discusses possible explanations for how marks are formulated and considers the implications for processes of calibration and benchmarking amongst novice markers.

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Text cohesion and metacomprehension: Immediate and delayed judgments

Cited by 8 publications

References 55 publications

Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning.

Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning.

Metacognitive Monitoring in Moderate and Severe Traumatic Brain Injury

Accessing and Understanding the Tacit Dimensions of Assessment

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