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Putting The Comprehension In Metacomprehension, Jennifer Wiley, Thomas D. Griffin, Keith Thiede
Putting The Comprehension In Metacomprehension, Jennifer Wiley, Thomas D. Griffin, Keith Thiede
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The purpose of the present piece is to integrate some current theories of text comprehension with the body of work on metacomprehension, and especially the calibration of comprehension monitoring. This paper explores some important methodological and conceptual issues, inspired by current theories in the text comprehension literature, which suggest that the nature of the texts used for metacomprehension studies may be a critical, and currently unrecognized, factor that should be considered. First, we need to re-examine what we mean by “comprehension,” and how we should measure it. There are important differences between memory for text and comprehension of text that …
Understanding The Delayed-Keyword Effect On Metacomprehension Accuracy, Keith Thiede, John Dunlosky, Thomas D. Griffin, Jennifer Wiley
Understanding The Delayed-Keyword Effect On Metacomprehension Accuracy, Keith Thiede, John Dunlosky, Thomas D. Griffin, Jennifer Wiley
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing), but only when these tasks are performed at a delay rather than immediately after reading (Thiede & Anderson, 2003; Thiede, Anderson & Therriault, 2003). The delayed and immediate conditions in these past studies confounded the delay between reading and generation tasks with other task lags, such as the lag between multiple generation tasks and the lag between generation tasks and judgments. The first two experiments disentangle these confounded manipulations …