Utilization of metacognitive judgments in the allocation of study during multitrial learning.
A study was conducted to examine ways that an individual's judgments of learning (JOL) can be utilized when allocating additional study. The task analyzed was multitrial learning of Swahili-English translation equivalents by 228 undergraduates. The findings revealed how metacognitive monitoring can...
| Publicado en: | Psychological Science. Vol. 5; pp. 207 - 214 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
HWW Temp
July 1994
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | A study was conducted to examine ways that an individual's judgments of learning (JOL) can be utilized when allocating additional study. The task analyzed was multitrial learning of Swahili-English translation equivalents by 228 undergraduates. The findings revealed how metacognitive monitoring can be employed to benefit multitrial learning. Computer-controlled allocation of restudy based on subjects' JOLs was equivalent to most subjects' own allocation of restudy, demonstrating that the computer algorithm can give a sufficient account of people's allocation of restudy. Computer-controlled allocation of restudy based on subjects' JOLs was more effective than a computer-controlled allocation based on normative performance, indicating that people's metacognitive monitoring of idiosyncratic knowledge has functional utility in causal chains for learning. |
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