General knowledge monitoring as a predictor of in‐class exam performance

Hartwig, Marissa K.; Was, Christopher A.; Isaacson, Randall M.; Dunlosky, John

doi:10.1111/j.2044-8279.2011.02038.x

Cited by 24 publications

(29 citation statements)

References 24 publications

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“…In particular, metacognition, plays a vital role in self-regulation, and self-regulated learning (e.g., Hartwig, Was, Isaacson, & Dunlosky, 2012;Thiede, Anderson, & Therriault, 2003). Findings that individuals with ASD show impaired metamemory monitoring thus need to be taken into account in educational environments.…”

Section: Discussionmentioning

confidence: 99%

Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

Grainger

Williams

Lind

2016

Consciousness and Cognition

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(2016). Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy. Consciousness and Cognition, 42, 65-74. 10.1016/j.concog.2016.03.003 2 AbstractMetacognition consists of monitoring processes (the ability to accurately represent one's own mental states) and control processes (the ability to control one's cognitive processes effectively). Both processes play vital roles in self-regulated learning. However, currently it is unclear whether these processes are impaired in individuals with autism spectrum disorders (ASD). This study aimed to assess metacognition in thirty-two children with ASD, and 30 IQ/age-matched neurotypical children, using a judgment-of-confidence task. The results found that children with ASD showed diminished accuracy in their judgments-of-confidence, indicating metacognitive monitoring impairments in ASD.Children with ASD also used monitoring to influence control processes significantly less than comparison participants, despite little evidence of impairments in overall control ability.Keywords: Autism Spectrum Disorder (ASD); Metacognition; Self-awareness; Judgments-of-confidence (JOC). 3Metacognition refers to an individual's beliefs and knowledge about cognition (often referred to as metacognitive knowledge), as well as an individual's ability to monitor and control their own cognitive processes (often referred to as metacognitive skill). According to the standard definition, metacognition involves forming meta-representations (second order representations) of one's own mental states. Put more simply, metacognition involves "thinking about thinking" (Flavell, 1979). It is widely thought that accurate metacognitive skill is crucial for effective self-regulation of cognition and behaviour (e.g., Nelson & Narens, 1990). By accurately monitoring one's own mental states, one can gain a degree of control over those mental states and, by extension control the behaviour elicited by those states (e.g., Perner, 1991). For example, whilst revising for an exam, if an individual is able to accurately assess what information they know/do not know, they can employ more effective revision techniques, thus ultimately improving their memory for the exam topic.Whilst metacognition clearly plays an important role in self-regulation, metarepresentation is also thought to play an important role in enhancing other aspects of cognition. For example, Perner (e.g., Perner, 2000) has suggested that the ability to distinguish one's thoughts from reality is a pre-requisite for episodic remembering (but see Williams, 2010). Additionally, there is evidence to suggest that such self-related processing is involved in imagining one's own future, and is involved in the processes of episodic future thinking (see for e.g. Wheeler, Stuss, & Tulving, 1997). In this latter respect, metacognition may play a role not only in controlling current behaviour, but also future behaviour by facilitating efficient planning for one's future.However, the area o...

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Section: Discussionmentioning

confidence: 99%

Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

Grainger

Williams

Lind

2016

Consciousness and Cognition

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“…For example, in the previously referenced studies conducted by Was and colleagues (e.g., Hartwig et al, 2012 ; Was et al, 2013 ) γ as the measure of knowledge monitoring accuracy did account for a significant amount of variance in classroom achievement as measured by a final examination. However, the amount of variance accounted for was relatively small ( r values between .26 and .42).…”

Section: Introductionmentioning

confidence: 94%

“…The current investigation was designed to test the efficacy of measures of knowledge monitoring accuracy in the context of a simple assessment of knowledge monitoring. Performance on many versions of this knowledge monitoring assessment has been linked to academic outcomes (e.g., Hartwig, Was, Isaacson, & Dunlosky, 2012 ). Gamma (γ) has been the measure of choice to assess individual differences in knowledge monitoring accuracy.…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, several studies using undergraduate students as participants have demonstrated that general knowledge monitoring ability measured at the beginning of a semester predicts achievement throughout or at the end of the semester. For example, Hartwig et al ( 2012 ) found that students’ general knowledge monitoring accuracy at the beginning of a semester-long course correlated with their final exam scores in that same course. Isaacson and Was ( 2010 ) also found that a simple knowledge monitoring assessment administered at the beginning of the semester accounted for variance in final exams scores.…”

Section: Introductionmentioning

confidence: 99%

“…γ is used widely in the metacognition literature, including laboratory studies investigating the accuracy of judgments of learning (JOL’s; cf. Dunlosky & Metcalfe, 2009 ) and in classroom studies (e.g., Hartwig et al, 2012 ). However, may not account for the individual differences found in knowledge monitoring accuracy that affect accuracy in both laboratory settings, and more importantly ecologically valid studies, such as those that take place in the classroom ( Masson & Rotello, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

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Discrimination in measures of knowledge monitoring accuracy

Was¹

2014

ACP

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Knowledge monitoring predicts academic outcomes in many contexts. However, measures of knowledge monitoring accuracy are often incomplete. In the current study, a measure of students’ ability to discriminate known from unknown information as a component of knowledge monitoring was considered. Undergraduate students’ knowledge monitoring accuracy was assessed and used to predict final exam scores in a specific course. It was found that gamma, a measure commonly used as the measure of knowledge monitoring accuracy, accounted for a small, but significant amount of variance in academic performance whereas the discrimination and bias indexes combined to account for a greater amount of variance in academic performance.

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Metacognitive Strategy Instruction that Highlights the Role of Monitoring and Control Processes

Schraw

Gutierrez

2014

Intelligent Systems Reference Library

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General knowledge monitoring as a predictor of in‐class exam performance

Abstract: This study establishes a critical link between general monitoring accuracy and exam performance within a classroom setting.

Cited by 24 publications

References 24 publications

Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

Discrimination in measures of knowledge monitoring accuracy

Metacognitive Strategy Instruction that Highlights the Role of Monitoring and Control Processes

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