L11 - Meta-cognition and Education Flashcards
What are two meta-cognitive factors that are important for educational achievement?
Self-regulation
Monitoring and control of memory performance
What is the correlation between accuracy of predictions and memory performance
As shown in
- Hart (1965): FOK judgements*
- Underwood (1966): EOL judgements*
Moderate accuracy
What did Dunlosky and Hertzog (1998) study in regards to study time?
How people allocate their time when studying for a test.
What did Dunlosky and Hertzog (1998) find in regards to what model people use when learning for a test?
People use a discrepancy-reduction model for self-paced study
Explain the discrepancy-reduction model for self paced study described by Dunlosky and Hertzog (1998)
It is 3 stages in a loop
1) First you prepare for studying (appraise the task and formulate a strategy to learn the information)
2) You monitor your learning
3) Your testing
If there is a discrepancy between how you think you will do on the test and how right you actually are in the test then you go to stage 1 and change which items you are going to choose
Trying to reduce the discrepency between FOK and actual test performance.
What are the implications that came from the discrepancy-reduction model?
1) Perceived degree of learning is negatively related to study time
2) People study the judged-difficult items for longer, to reduce discrepancy
What did the meta-analysis done by Son and Metcalfe (2000) find in regards to the discrepancy reduction model?
Learning is more complex that can be explained by the discrepancy-reduction model
It depends on the situation (depends on the type of items being learnt and testing that is occuring)
How did Son and Metcalfe (2000) test why there might be differences across learning situation?
What variables were manipulated between groups?
What did they have to report?
They did an experiment where they made participants try to learn 8 biographies of celebrities but didn’t give them enough time to learn the biographies.
They manipulated the goals of the study
Group 1 - expected test: Goals were that they would be tested
Group 2 - free-reading: Told they should ‘just read these’ we wont test you on them
Participants had to make EOL (ease of learning) judgements
Participants chose their own study order (had 30 minutes)
Test used: fill-in-the-blank test
What were the results of the Son and Metcalfe (2000) study experiment?
How did this compare to the predictions made in the discrepancy-reduction model?
Free-reading v study for test had a big difference between EOL and accuracy
The context for why you are studying matters for how you monitor your study time and what you should be learning.
Participants chose to study what was easy to learn when they had limited time, contradicting the predictions made in the discrepancy-reduction model.
What was the alternative model proposed by Metcalfe and Kornell (2005) to describe how people monitor and implement their learning strategies?
Region-of-proximal-learning-framework
Describe the region-of-proximal-learning framework described by Metcalfe and Kornell (2005).
The probability that someone will try and learn an item again (relearn an item) is related to JOL
First people eliminate the items that are known to be mastered
Usually a negative correlation between JOL and study time
Then people study easiest to hardest items
You get maximal learning gains by studying things that you think you probably know but haven’t quite mastered.
Red zone is zone of proximal learning
Describe the study did Kornell and Metcalfe (2006) used to test the region-of-proximal-learning
Used a language based task
Participants studied word pairs (English to Spanish words)
They gave JOL for each word pairs (how well have I learnt this item)
Then there was an inital recall test
For items you got wrong you could choose some for restudy (this was the focus on the experiment)
Then there was a final test
What were the results of the Kornell and Metcalfe (2006) region-of-proximal-learning experiment?
Did it support the region-of-proximal learning theory?
People chose to relearn items which were rated as having a high JOL when they were given the opportunity
People are restudying items they almost have but haven’t mastered
Supported the region-of-proximal-learning theory
According to Kornell and Metcalfe (2006) can people learn more efficiently if they use “metacognitively guided study”?
Yes
Explain the method used in the Kornell and Metcalfe (2006) “metacognitively guided study” where they attempted to enhance peoples learning before a test.
It used general knowledge questions
Participants could study half of the answers but they had to chose which ones.
Condition 1: Choices they made were honoured by experimenter (they gave them the questions they wanted answers for)
Condition 2: Choices they made were not honoured by experimenter
Which control group in the Kornell and Metcalfe “metacognitively guided study” experiment had superior learning?
The group which experimenters honoured the choices of the participants and gave them the answers to the questions they wanted answered.
What conclusions can we take from the Kornell and Metcalfe (2006) “metacognitively guided study”?
That self paced study based on good meta-cognitive knowledge can increase performance if you have good self-monitoring.
What are metacognitive beliefs insensitive to in regards to peoples studying habits?
1) The amount they have studied (they don’t track how much they have studied an item)
2) Which material will be tested (people will study minor details over the core of the test)
3) Realisation that spaced study is better than cramming (massed practice) (people believe cramming is better than spaced study)
What is the relationship between confidence and practice?
What did the Koriat, Sheffer and Ma’ayan (2002) meta analysis on ‘paried associate learning’ of study test cycles and were asked on their JOL immediately after studying find?
People exhibit a fairly robust confidence with practice effect.
People exhibit underconfidence in JOL regarding the amount of information retained.
The number of times you study doesn’t translate into a JOL increase (more you study doesn’t increase JOL in relation to actual retained information.
Kornell and Bjork (2008) studied self-regulating study and flash cards.
What were the results of the study?
Accuracy was impaired if participants were allowed to “drop” flash cards.
Dunlosky, Rawson and McDonald (2002) were testing text comprehension in their experiment.
What was the method they used in the test?
What were the results of the Dunlosky, Rawson and McDonald (2002) text comprehension experiment?
People were best predicted by their confidence after they had recalled the item.
Confidence is the best predictor of accuracy if confidence is measured immediately after you have tried to recall that information.
What conclusions about learning can we make after looking at the results of the Dunlosky, Rawson and McDonald (2002) text comprehension experiment?
Its not a good idea to try and learn terms and just make a JOL on an overall feeling of comprehension after reading information.
Judging your confidence after trying to recall information is the best predictor of accuracy.
What type of questions does the ravens progressive matricies generalise to?
Multiple Choice Questions
The Ravens Progressive Matricies attempts to measure…
Fluid Intelligence
What were the results of the Mitchum and Kelly (2010) experiment for which strategy to use when completing Ravens Progressive Matricies?
Better calibration with constructive strategy
