Utilization of Metacognitive Judgments in the Allocation of Study During Multitrial Learning

Abstract

We contrasted several ways that an individual's judgments of learning (JOLs) can be lItilized when allocating additional study ("restudy") during the learning of SwahiliEnglish translation equivalents. The findings demonstrate how metacognitive monitoring can be utilized to benefit multi/rial learning. Computer-colltrolled allocatioll of restudy based on people's JOLs was equivalellt to most people's own allocation ofrestudy (indicating that the computer algorithm can provide a sufficient account ofpeople's allocatioll of restudy) and was more effective than a computer-controlled allocatioll based on normative performance (indicating that people's metacognitive monitoring of idiosyncratic knowledge has functional utility in causal chains for learning).

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

“…Effective regulation would involve allocating more study time to difficult items than to easy items (see Nelson, Dunlosky, Graf, & Narens, 1994;Thiede, 1999). Thus, more effective regulation of study is indicated by a stronger negative correlation between JOLs and allocation of study time.…”

Specific Effects of an Amnesic Drug: Effect of Lorazepam on Study Time Allocation and on Judgment of Learning

“…First, two empirical measures that reflect metamemory functioning were compared: (1) delayed JOL ratingsFan explicit measure of metamemory monitoring; and (2) allocation of study timeFa measure of memory control (Nelson, 1993;Nelson et al, 1994). Second, we focused on one aspect of encoding behavior: the effect of repetition of stimuli.…”

Accuracy of metacognitive monitoring affects learning of texts.

“…The idea is that a person who can accurately discriminate better learned material from less learned material will more effectively regulate his or her study (see Maki, 1995). Nelson, Dunlosky, Graf, and Narens (1994) and Thiede (1999) showed that test performance was greater for students who allocated more study to material perceived as less learned than to material perceived as better learned. Therefore, we operationalized regulation of study as the correlation between comprehension ratings and whether a text was selected for restudy (where 1 denoted a text had been selected, and 0 denoted a text had not been selected).…”