Effects of keyword tasks and biasing titles on metacognitive monitoring and recall
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Effects of keyword tasks and biasing titles on metacognitive monitoring and recall Marie Lippmann 1 Susanne Narciss 3
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& Robert W. Danielson & Neil H. Schwartz & Hermann Körndle &
Received: 8 July 2019 / Accepted: 28 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract
This investigation examines the effects of keyword tasks (Immediate vs. Delayed) on metacognitive monitoring, study regulation, and recall in multi-step learning tasks, which require learning information from expository texts. The titles of the expository texts were biased towards information that was either stated close to the title (Related/Close), distant from the title (Related/Distant), or unrelated to the title (Unrelated). Based on the CueUtilization Framework, we hypothesized that learners’ metacognitive monitoring and study regulation would be informed by mnemonic cues derived from text-titles and keyword tasks. Two hundred and thirteen American undergraduate students studied six expository texts, generated keywords, provided judgments of learning, and wrote about what they recalled before and after a self-regulated restudy trial. In line with our main hypothesis, the results revealed that learners who generated keywords immediately overestimated their current state of learning to a greater extent than learners who generated keywords with a delay. Contrary to our expectations, the greater monitoring accuracy observed in the delayed keyword group did not result in more effective restudy behavior. Learners in both keyword groups were able to improve their recall performance from their first to their second set of recall tasks, but interestingly, only learners in the immediate keyword group utilized the restudy trial to close knowledge gaps between information, which was stated close to versus distant from the title. Keywords Recall . Judgments of learning . Self-regulated learning . Metacognitive monitoring
Metacognitive monitoring and study regulation Imagine Marie, a student who is studying for an upcoming final in her undergraduate psychology class. Wanting to do well on the final, she will likely spend hours, spread out across multiple days, studying the course materials. She may re-read some of the chapters the * Marie Lippmann [email protected] Extended author information available on the last page of the article
Lippmann M. et al.
professor had assigned, re-read some notes from the class, or even re-watch some of the lectures if they are available. Throughout this process, Marie will monitor her current understanding of the material and compare this state of learning to the level of knowledge that is expected on the upcoming final. This process of self-assessment is metacognitive in nature since Marie is monitoring her own learning, based on her self-assessment of her own knowledge (Azevedo 2009; Azevedo and Hadwin 2005; Butler and Winne 1995; Dunlosky and Hertzog 1997; Dunlosky and Lipko 2007; Graesser et al. 2005; Metcalfe 2009; Metcalfe and Finn 2008; Nelson and Narens 199
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