Metacognition and proofreading: the roles of aging, motivation, and interest.

The current study examined younger and older adults' error detection accuracy, prediction calibration, and postdiction calibration on a proofreading task, to determine if age-related differences would be present in this type of common error detection task. Participants were given text passages, and were first asked to predict the percentage of errors they would detect in the passage. They then read the passage and circled errors (which varied in complexity and locality), and made postdictions regarding their performance, before repeating this with another passage and answering a comprehension test of both passages.

Achievement goals affect metacognitive judgments.

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.

Applying the cognitive theory of multimedia learning: an analysis of medical animations.

Context: Instructional animations play a prominent role in medical education, but the degree to which these teaching tools follow empirically established learning principles, such as those outlined in the cognitive theory of multimedia learning (CTML), is unknown. These principles provide guidelines for designing animations in a way that promotes optimal cognitive processing and facilitates learning, but the application of these learning principles in current animations has not yet been investigated. A large-scale review of existing educational tools in the context of this theoretical framework is necessary to examine if and how instructional medical animations adhere to these principles and where improvements can be made.

When disfluency is--and is not--a desirable difficulty: the influence of typeface clarity on metacognitive judgments and memory.

There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111-115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248-255, 1988)).