Metacomprehension Monitoring Accuracy: Effects of Judgment Frames, Cues and Criteria

Autor/in	Chen, Qishan
Titel	Metacomprehension Monitoring Accuracy: Effects of Judgment Frames, Cues and Criteria
Quelle	In: Journal of Psycholinguistic Research, 51 (2022) 3, S.485-500 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Qishan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-022-09837-z
Schlagwörter	Metalinguistics; Accuracy; Cues; Decision Making; Psycholinguistics; Prediction; Evaluation Criteria; Correlation; Memory; Reading Comprehension; Comparative Analysis; Self Evaluation (Individuals); Reading Tests; Inferences + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Stichwort; Decision-making; Entscheidungsfindung; Psycholinguistik; Vorhersage; Korrelation; Gedächtnis; Leseverstehen; Lesetest; Inference; Inferenz
Abstract	This study aimed to investigate the effects of judgment frames, cues, and test criteria on the accuracy of metacomprehension monitoring. The design was a 2 (rating comprehension vs. predicting performance) × 2 (memory cues vs. comprehension cues) × 2 (detailed questions test vs. inferential questions test) mixed design with judgment frames and cues as the between-subjects factors and test criteria as the within-subjects factor. The results showed that the influence of judgment frames on accuracy was moderated by the test criteria. The readers' monitoring was more accurate in rating comprehension than predicting performance when inferential questions were used as the criteria; when detailed questions were used as the criteria, this situation was reversed. The interaction effect of judgment cues and criteria on metacomprehension monitoring accuracy was significant. When readers predicted their performances on a test, those who received memory cues were more accurate than those who received comprehension cues. However, when readers rated their comprehension, those who received comprehension cues were more accurate than those who received memory cues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01