Metacognitive Control and Strategy Selection: Deciding to Practice Retrieval during Learning

Autor/in	Karpicke, Jeffrey D.
Titel	Metacognitive Control and Strategy Selection: Deciding to Practice Retrieval during Learning
Quelle	In: Journal of Experimental Psychology: General, 138 (2009) 4, S.469-486 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-3445
DOI	10.1037/a0017341
Schlagwörter	Learning Strategies; Metacognition; Recall (Psychology); Memory; Independent Study; Drills (Practice); Tests; Undergraduate Students; Word Recognition; African Languages; Study Habits; Cues; Experimental Psychology + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Abberufung; Gedächtnis; Selbststudium; Examination; Prüfung; Examen; Worterkennung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Study behavior; Study behaviour; Studienverhalten; Stichwort; Experimentelle Psychologie
Abstract	Retrieval practice is a potent technique for enhancing learning, but how often do students practice retrieval when they regulate their own learning? In 4 experiments the subjects learned foreign-language items across multiple study and test periods. When items were assigned to be repeatedly tested, repeatedly studied, or removed after they were recalled, repeated retrieval produced powerful effects on learning and retention. However, when subjects were given control over their own learning and could choose to test, study, or remove items, many subjects chose to remove items rather than practice retrieval, leading to poor retention. In addition, when tests were inserted in the learning phase, attempting retrieval improved learning by enhancing subsequent encoding during study. But when students were given control over their learning they did not attempt retrieval as early or as often as they should to promote the best learning. The experiments identify a compelling metacognitive illusion that occurs during self-regulated learning: Once students can recall an item they tend to believe they have "learned" it. This leads students to terminate practice rather than practice retrieval, a strategy choice that ultimately results in poor retention. (Contains 10 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10