Accuracy of metacognitive monitoring affects learning of texts.

Abstract

Metacognitive monitoring affects regulation of study, and this affects overall learning. The authors created differences in monitoring accuracy by instructing participants to generate a list of 5 keywords that captured the essence of each text. Accuracy was greater for a group that wrote keywords after a delay (delayed-keyword group) than for a group that wrote keywords immediately after reading (immediatekeyword group) and a group that did not write keywords (no-keyword group). The superior monitoring accuracy produced more effective regulation of study. Differences in monitoring accuracy and regulation of study, in turn, produced greater overall test performance (reading comprehension) for the delayedkeyword group versus the other groups. The results are framed in the context of a discrepancy-reduction model of self-regulated study.Many models of self-regulated learning can be classified as discrepancy-reduction models (e

The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior.

“…This statement (see also Thiede, Anderson, & Therriault, 2003) implies a causal effect of monitoring on control. A classic demonstration of this effect is the relationship between JOLs and study time in self-paced learning (see : Learners generally allocate more time to difficult items than to easy items (Le Ny, Denhiere, & Le Taillanter, 1972;Zacks, 1969; for a review, see Son & Metcalfe, 2000).…”

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

“…This monitoring then informs her regulation of study, where she chooses to reread those sections in which mastery has not yet occurred. Within this context, more accurate monitoring leads to more effective regulation of study, and this in turn leads to better comprehension (Thiede, Anderson, & Therriault, 2003). As Nelson and Narens (1990) describe it, cognition (attention, learning, problem solving) takes place at an object level, whereas people also have a meta-level containing a model of a student's understanding of the learned material.…”

Separating the Relevant From the Irrelevant: The Sri Learning Model

“…Some researches show that the techniques teachers employ to secure active participation of their students in conceptual mapping and self-explanation of the material significantly improves metacomprehension of the material (Thiede et al, 2003;Thiede et al, 2010). Traditional teaching in its predominantly teaching and didactical paradigm renders the student a receptive passive listener which needs only to memorize and repeat what the teacher and textbooks say.…”

“…According to researches, if the student asks questions on his own about the topic being learned and answers them or if we form groups which will answer these questions, this will significantly improve metacognitive understanding and memorizing the material (Griffin, Wiley, & Thiede, 2008;Thiede, Anderson, & Therriault, 2003;Thiede, Griffin, Wiley, & Anderson, 2010). If the teacher applies methods which will direct the students to separate the relevant from the irrelevant, to ask and answer questions on their own, this will lead to accurate metaobservation of what is being learned (Bugg & McDaniel, 2012).…”