What moderates the accuracy of ease of learning judgments?

↓ Direkt till sidans innehåll
↓ Direkt till sidans sekundära innehåll (sidomenyn)

Sökning: WFRF:(Vineis Paolo) > (2005-2009) > What moderates the ...

Jemstedt, AndreasStockholms universitet,Kognitiv psykologi (författare)

What moderates the accuracy of ease of learning judgments?

Artikel/kapitelEngelska2017

Förlag, utgivningsår, omfång ...

2017-05-30
Springer Science and Business Media LLC,2017
printrdacarrier

Nummerbeteckningar

LIBRIS-ID:oai:DiVA.org:kth-308590
https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-308590URI
https://doi.org/10.1007/s11409-017-9172-3DOI
https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-149676URI

Kompletterande språkuppgifter

Språk:engelska
Sammanfattning på:engelska

Ingår i deldatabas

SwePubSwePub

Klassifikation

Ämneskategori:ref swepub-contenttype
Ämneskategori:art swepub-publicationtype

Anmärkningar

QC 20220215
When people begin to study new material, they may first judge how difficult it will be to learn. Surprisingly, these ease of learning (EOL) judgments have received little attention by metacognitive researchers so far. The aim of this study was to systematically investigate how well EOL judgments can predict actual learning, and what factors may moderate their relative accuracy. In three experiments, undergraduate psychology students made EOL judgments on, then studied, and were tested on, lists of word-pairs (e.g., sun – warm). In Experiment 1, the Goodman-Kruskal gamma (G) correlations showed that EOL judgments were accurate (G = .74) when items varied enough in difficulty to allow for proper discrimination between them, but were less accurate (G = .21) when variation was smaller. Furthermore, in Experiment 1 and 3, we showed that the relative accuracy was reliably higher when the EOL judgments were correlated with a binary criterion (i.e., if an item was recalled or not on a test), compared with a trials-to-learn criterion (i.e., how many study and test trials were needed to recall an item). In addition, Experiments 2 and 3 indicate other factors to be non-influential for EOL accuracy, such as the task used to measure the EOL judgments, and whether items were judged sequentially (i.e., one item at a time in isolation from the other items) or simultaneously (i.e., each item was judged while having access to all other items). To conclude, EOL judgments can be highly accurate (G = .74) and may thus be of strategic importance for learning. Further avenues for research are discussed.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Psykologi hsv//swe
SOCIAL SCIENCES Psychology hsv//eng
ease of learning judgments
monitoring
metacognition
cue utilization
item difficulty
Psychology
psykologi

Biuppslag (personer, institutioner, konferenser, titlar ...)

Kubik, VeitStockholms universitet,Kognitiv psykologi,Humboldt-Universität zu Berlin, Berlin School of Mind and Brain, Germany(Swepub:su)vkubi (författare)
Jönsson, Fredrik U.Stockholms universitet,Kognitiv psykologi(Swepub:su)fjn (författare)
Stockholms universitetKognitiv psykologi (creator_code:org_t)

Sammanhörande titlar

Ingår i:Metacognition and Learning: Springer Science and Business Media LLC12:3, s. 337-3551556-16231556-1631

Internetlänk

Hitta via bibliotek

Metacognition and Learning (Sök värdpublikationen i LIBRIS)

Till lärosätets databas

Hitta mer i SwePub

Av författaren/redakt...: Jemstedt, Andrea ...; Kubik, Veit; Jönsson, Fredrik ...

Om ämnet

SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Psykologi

Artiklar i publikationen: Metacognition an ...

Av lärosätet: Kungliga Tekniska Högskolan; Stockholms universitet

Sök utanför SwePub

Sök vidare i:: Google; Google Book Search; Google Scholar

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

LIBRIS.kb.se