Development of the ability to distinguish between comprehension and memory: Evidence from strategy-selection tasks.

Lovett, Suzanne B.; Pillow, Bradford H.

doi:10.1037/0022-0663.87.4.523

Cited by 9 publications

(20 citation statements)

References 12 publications

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“…Lovett and Flavell (1990) asked first and third grade children what would help them perform well on a comprehension task, hearing words repeated or hearing words defined. Only the older children (8-year-olds) recognized that hearing words defined was essential for demonstrating understanding (see also Lovett & Pillow, 1995). Fabricius and colleagues (1989) asked children and adults to judge the similarity of acts depicting different mental activities, including memory and comprehension, and found that although 8- and 10-year-olds grouped together acts requiring memory, only the adults grouped together acts involving comprehension.…”

Section: Developmental Differences In How Children Express Incomprehensionmentioning

confidence: 99%

Children’s Signaling of Incomprehension: The Diagnosticity of Practice Questions During Interview Instructions

Henderson

Lyon

2020

Child Maltreat

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Forensic interviewers are routinely advised to instruct children that they should indicate when they do not understand a question. This study examined whether administering the instruction with a practice question may help interviewers identify the means by which individual children signal incomprehension. We examined 446 interviews with children questioned about abuse, including 252 interviews in which interviewers administered the instruction with a practice question (4- to 13-year-old children; M age = 7.7). Older children more often explicitly referred to incomprehension when answering the practice question and throughout the interviews, whereas younger children simply requested repetition or gave “don’t know” responses, and individual children’s responses to the practice questions predicted their responses later in the interviews. Similarly, older children were more likely to seek confirmation of their understanding of interviewers’ questions and to request specification. The results highlight the need for interviewers to test and closely monitor younger children’s responses for ambiguous signs of incomprehension.

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Section: Developmental Differences In How Children Express Incomprehensionmentioning

confidence: 99%

Children’s Signaling of Incomprehension: The Diagnosticity of Practice Questions During Interview Instructions

Henderson

Lyon

2020

Child Maltreat

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“…Empirical endeavors pertaining to metacomprehension have included studies examining the accuracy of readers' predictions of comprehension (Maki & Berry, 1984;Maki, Jonas, & Kallod, 1994;Moore, Lin-Agler, & Zabrucky, 2005;Weaver, 1990); the relationship between global metacomprehension and performance (Lin, Moore, & Zabrucky, 2000;Moore, Zabrucky, & Commander, 1997a, 1997bWeaver & Bryant, 1995); scientific text comprehension (Dunlosky, Rawson, & Hacker, 2002); and metacomprehension in children (Cataldo & Cornoldi, 1998;Lovett & Pillow, 1995;Schneider & Pressley, 1989). To extend the scope of the literature on metacomprehension, the present study addresses the nature of metacognitive activity as it pertains to a rare word comprehension task in adults.…”

Section: Introductionmentioning

confidence: 95%

Metacomprehension During Rare Word Comprehension

2007

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To examine metacomprehension during comprehension, undergraduates (n = 133) were asked to provide descriptions of how they determined the meaning of four rare words presented in short passages. Content analysis of these written descriptions revealed task-specific metacomprehension reflecting lexical, textbase, and situation model processes. Cluster analysis yielded four metacomprehension groups with differing emphases on textbase and situation model processes. Participants also provided definitions, post-comprehension assessments, and completed the Metacomprehension Scale. Differences across the subgroups provide evidence that individual differences in task-specific metacomprehension influence interpretation accuracy and post-comprehension assessments. In contrast, global metacomprehension subscales were uncorrelated with interpretation accuracy.

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“…First graders in Lovett and Pillow (1995) failed to differentiate between comprehension and memory in their strategy selections. Although they selected the more effective strategy for comprehension, they did not do so for memory.…”

Section: Methodsmentioning

confidence: 94%

“…However, Fabricius et al (1989) and Schwanenflugel et al (1994) reported that first graders seem to organize mental activities around memory and that memory may be the more easily grasped mental activity. Therefore, a more likely explanation concerns differences in the nature of the comprehension and memory tasks used in Lovett and Pillow (1995). Lovett and Pillow (1995) used two different memory tasks.…”

Section: Methodsmentioning

confidence: 99%

The ability to distinguish between comprehension and memory: Failing to succeed.

Starr¹,

Lovett²

2000

Journal of Educational Psychology

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The authors investigated 1st graders' ability to select the appropriate strategy for constructing a building from memory versus constructing a building while listening to instructions that included an unfamiliar word. In 2 experiments, children's strategy selections (a) preceded any construction attempts, (b) followed failed construction attempts, or (c) followed verbal feedback about construction failures. Long-term strategy maintenance also was assessed. First graders who selected strategies after concrete failure experiences were more likely to select appropriate strategies than children whose strategy selections preceded construction attempts. Failure experiences may help children recognize task goals, assess their inability to achieve these goals, and identify the source of this inability. However, concrete failure experiences did not result in long-term strategy maintenance.

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Development of the ability to distinguish between comprehension and memory: Evidence from strategy-selection tasks.

Cited by 9 publications

References 12 publications

Children’s Signaling of Incomprehension: The Diagnosticity of Practice Questions During Interview Instructions

Children’s Signaling of Incomprehension: The Diagnosticity of Practice Questions During Interview Instructions

Metacomprehension During Rare Word Comprehension

The ability to distinguish between comprehension and memory: Failing to succeed.

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