What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses

Study strategies of college students: Are self-testing and scheduling related to achievement?

“…Even self-testing (which was related to GPA) can be used ineffectively, such as when students test themselves by evaluating their familiarity with a concept without trying to recall it from memory (cf. Dunlosky, Rawson, & Middleton, 2005). An exciting avenue for future research will be to develop methods that How do you decide what to study next?…”

Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

“…In contrast, the present findings favor a cue accessibility interpretation over the TAM hypothesis, because self-explanation during reading is quite unlike the process of inference verification after reading. Just as Dunlosky, Rawson, and Middleton (2005) recently argued regarding their effects of term-specific judgments, it is not some match between the judgment and performance processes themselves (as presumed by TAM), but rather that the cues produced by the judgment process allow for valid inferences about performance.…”

Differences Between Functional and Subjective Overconfidence in Postdiction Judgments of Test Performance

“…Postdiction judgments allow a learner to retroactively judge their actual performance, which is a self-evaluative form of feedback that can alter perceptions and future effort (Glenberg & Epstein, 1985;Hacker et al, 2000;Maki & McGuire, 2002;Pierce & Smith, 2001). Dunlosky, Rawson, and Middleton (2005), for example, recently found that attempting to retrieve a test item prior to making a metacognitive judgment (i.e., a form of postdiction judgment) boosted the subsequent accuracy of performance judgments.…”