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ERIC Number: EJ891310
Record Type: Journal
Publication Date: 2010-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1556-1623
Learning from Text: Knowing the Test Format Enhanced Metacognitive Monitoring
Dutke, Stephan; Barenberg, Jonathan; Leopold, Claudia
Metacognition and Learning, v5 n2 p195-206 Aug 2010
In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after studying the text. All participants then answered 15 true-false inference items about the contents of the text and judged their confidence in the correctness of each answer. Whereas experimental and control group did not differ in the number of correct answers, the confidence judgments in the experimental group were more accurate and discriminated better between correct and incorrect answers than the control participants' judgments. Furthermore, the informed participants' discrimination performance correlated positively with their domain-related prior knowledge. The results extend earlier findings concerning the role of the test format for monitoring processes.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A