The effects of comprehension-test expectancies on metacomprehension accuracy.

A set of four experiments assessed the effects of establishing a comprehension-test expectancy (in contrast to a memory-test expectancy) on relative metacomprehension accuracy. Typically readers show poor relative metacomprehension accuracy while learning from text (i.e.

Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment.

There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention efforts. We propose a mathematics assessment that screens and provides diagnostic information in six domains that are important to building a strong foundation in mathematics.

Improving metacomprehension accuracy in an undergraduate course context.

Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of studies that have explored comprehension monitoring accuracy in laboratory experiments, fewer studies have explored this in authentic course contexts. This study investigated the effect of an instructional condition that encouraged comprehension-test-expectancy and self-explanation during study on metacomprehension accuracy in the context of an undergraduate course in research methods.

Exploring metacognitive accuracy in visual search.

For decades, researchers have examined visual search. Much of this work has focused on the factors (e.g.

Test expectancy affects metacomprehension accuracy.

Background: Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests.

Aims: The purpose of the present study was to examine whether the accuracy metacognitive monitoring was affected by the nature of the test expected.

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

The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords.

Individual differences, rereading, and self-explanation: concurrent processing and cue validity as constraints on metacomprehension accuracy.

The typical finding of metacomprehension studies is that accuracy in monitoring one's own level of understanding is quite poor. In the present experiments, monitoring accuracy was constrained by individual differences in both reading comprehension ability and working memory capacity (WMC), but rereading particularly benefited low-ability and low-WMC readers, effectively eliminating the relationship between monitoring accuracy and these reader characteristics. In addition, introducing a self-explanation reading strategy improved the accuracy of all the readers above mere rereading.

Why do delayed summaries improve metacomprehension accuracy?

We showed that metacomprehension accuracy improved when participants (N=87 college students) wrote summaries of texts prior to judging their comprehension; however, accuracy only improved when summaries were written after a delay, not when written immediately after reading. We evaluated two hypotheses proposed to account for this delayed-summarization effect (the accessibility hypothesis and the situation model hypothesis). The data suggest that participants based metacomprehension judgments more on the gist of texts when they generated summaries after a delay; whereas, they based judgments more on details when they generated summaries immediately after reading.

Understanding the delayed-keyword effect on metacomprehension accuracy.

The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing) but only when these tasks are performed at a delay rather than immediately after reading (K. W.

Causes and constraints of the shift-to-easier-materials effect in the control of study.

The shift-to-easier-materials (STEM) effect occurs when individuals adopt a low performance goal and subsequently select to restudy more easier items of a list than the difficult ones. The causes and constraints of the STEM effect were investigated across four experiments in which participants first briefly studied and judged their learning of 30 paired associates. They were then instructed to obtain a low performance goal and were asked to select items for restudy.