Metacognitive illusions a and desirable difficulties

Question 1

Define the term metacognition

Answer 1

The subjective assessment of how learning works

Question 2

Define the term metacognitive illusions

Answer 2

A misalignment between the subjective assessment of how learning works compared to how it really works

Question 3

What is fluency?

Answer 3

How easily information can be learned

Question 4

Identify the difference between active and passive learning

Answer 4

Active learning involves student participation in problem solving, while passive learning requires students to simply absorb information

Question 5

Identify the difference between spaced and massed learning

Answer 5

Spaced learning requires regular learning intervals over a period of time while massed learning is the continuous learning of information in one go.

Question 6

Identify the difference between blocking and interleaving.

Answer 6

Blocked learning is the practice of one skill before the next while interleaving involves practicing several skills together.

Question 7

What are fluency heuristics?

Answer 7

A mental shortcut proposing that easy learning leads to good memory.

Question 8

What is the reality of learning in relation to the fluency heuristic?

Answer 8

Difficult learning leads to enduring learning and longer memory of information.

Question 9

Why can it be difficult to assess the effects of teaching methods on learning

Answer 9

Other factors prevent a causal relationship from being made

Question 10

What were carpenter et al’s aims

Answer 10

To examine the role of lecture fluency on metacognitive awareness

Question 11

What were carpenter et al’s experimental conditions in the first experiment?

Answer 11

1 - Disfluent and engaging lecture
2 - Fluent and engaging lecture

Question 12

What were carpenter et al’s participants initially asked following the lecture video?

Answer 12

1 - In 10 minutes how well do you think you will be able to recall information

2 - How organised was speaker?

3 - How well prepared was speaker?

4 - How knowledgeable was speaker?

Question 13

What were the self assessment questions in Carpenter et al?

Answer 13

1 - How well do you feel you have learned?

2 - Rate your overall level of interest

3 - Rate your motivation to learn the new information

Question 14

What were Carpenters’ main findings in experiment 1?

Answer 14

Participants in the fluent condition had higher judgments of expected learning performance
compared to their actual performance in comparison to those in the fluent condition.

Question 15

How did fluent and disfluent ratings vary in carpenter et al?

Answer 15

Fluent lecturers were more organised, knowledgeable, prepared and effective compared to disfluent ratings.

Question 16

What were carpenter et al’s main findings in experiment 2?

Answer 16

There was a positive correlation between time spent reading lecture transcripts and later memory accuracy for those reading the disfluent script.

Question 17

What were Yunker and Yunker’s research aims?

Answer 17

To assess whether teaching evaluations affected learners performance

Question 18

What did Yunker and Yunker find?

Answer 18

There was a negative correlation between high teaching evaluations and performance in the intermediate/introductory course.

Question 19

What were Deslauriers et al’s research aims?

Answer 19

To assess whether active vs passive learning styles affect the learning outcome.

Question 20

What were Deslauriers et al’s findings?

Answer 20

Active learning led to better learning, as well as higher enjoyments and effectiveness ratings.

Question 21

What were Higham et al’s research aims?

Answer 21

To assess whether lecture activities influence learning

Question 22

What were the conditions of Higham et al?

Answer 22

1 - Control group
2 - annotations
3 - Regular note taking
4 - Key points
4 - Verbatim notes

Question 23

What did Higham et al find in the immediate test?

Answer 23

Students taking key points and students taking verbatim notes scored the highest.

Question 24

What did Higham et al find in the delayed test?

Answer 24

Verbatim scores dropped significantly, with regular notes and key points group scoring the highest.

Question 25

What were Emeny et al’s research aims?

Answer 25

To asses whether massed learning or spaced learning is more effective.

Question 26

What did Emeny’s spaced condition involve?

Answer 26

4 problems given 3 times, each with one week in-between

Question 27

What did Emeny’s massed condition involve?

Answer 27

12 problems given all at once

Question 28

What were emeny et al’s main findings?

Answer 28

Spaced learners performed better in memory test, despite significantly high massed learners predictions.

Question 29

What were Kornell and Bjork’s research aims?

Answer 29

To assess whether massed or interleaved learning was more effective.

Question 30

What were Kornell and Bjork’s main findings?

Answer 30

Interleaved learning performed better and more consistently, despite a clear metacognitive illusion for blocked learning.

Question 31

What were Yan et al’s research aims?

Answer 31

To assess the effectiveness of debiasing metacognitive illusions.

Question 32

What were Yan et al’s main findings?

Answer 32

Participants had strong intuitive theories, particularly surrounding interleaved vs blocked learning.

Question 33

What can correct faulty metacognition?

Answer 33

Learner experience with beneficial learning strategies.