Do Judgments of Learning Directly Enhance Learning of Educational Materials?

Autor/inn/en	Ariel, Robert; Karpicke, Jeffrey D.; Witherby, Amber E.; Tauber, Sarah K.
Titel	Do Judgments of Learning Directly Enhance Learning of Educational Materials?
Quelle	In: Educational Psychology Review, 33 (2021) 2, S.693-712 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ariel, Robert) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-020-09556-8
Schlagwörter	Paired Associate Learning; Evaluative Thinking; Reading Comprehension; Textbooks; Prompting + Suchen Sie Ihr Suchwort? Leseverstehen; Textbook; Text book; Schulbuch; Lehrbuch; Benutzerführung
Abstract	When people make judgments of learning (JOLs) after studying paired associates, the process they engage in to monitor their learning can directly enhance learning for some types of material (Soderstrom et al. 2015). The current experiments investigated whether JOLs directly enhance learning educationally relevant texts. Across 5 experiments (N = 703), people read several sections of an educational textbook with or without JOLs embedded between each section. We manipulated whether JOLs queried one's understanding of the text at the aggregate level (Experiment 1) or for specific concepts in the text (Experiment 2a, 2b, 3, and 4). We also manipulated whether JOLs were framed to afford covert retrieval practice by prompting judgments with either the target information present or absent (Experiment 3). In most cases, instructing students to make JOLs did not improve comprehension above and beyond just reading the text. However, when people were instructed to retrieve information prior to making JOLs (Experiment 4), large learning gains occurred. These results indicate that JOLs in their standard form are unlikely to produce educational benefits to text comprehension in part because learners do not spontaneously retrieve criterial information when making metacomprehension judgments. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01