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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...

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Published in:Psychological Science. Vol. 5; pp. 207 - 214
Main Authors: Nelson, Thomas O., Dunlosky, John, Graf, Aurora
Format: Article
Published: HWW Temp July 1994
Subjects:
Study skills
Metacognition
Online Access:View this record in EBSCOhost
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      dt: July 1994
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        10.1111/j.1467-9280.1994.tb00502.x
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        atl: Utilization of metacognitive judgments in the allocation of study during multitrial learning.
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          Nelson, Thomas O.
          Dunlosky, John
          Graf, Aurora
      su:
        Study skills
        Metacognition
      sug:
        subj:
          Study skills
          Metacognition
      ab: 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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    language: English
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