Utilization of Metacognitive Judgments in the Allocation of Study during Multitrial Learning
We contrasted several ways that an individual's judgments of learning (JOLs) can be utilized when allocating additional study ("restudy") during the learning of Swahili-English translation equivalents. The findings demonstrate how metacognitive monitoring can be utilized to benefit mu...
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| Veröffentlicht in: | Psychological science 1994-07, Vol.5 (4), p.207-213 |
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| container_title | Psychological science |
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| creator | Nelson, Thomas O. Dunlosky, John Graf, Aurora Narens, Louis |
| description | We contrasted several ways that an individual's judgments of learning (JOLs) can be utilized when allocating additional study ("restudy") during the learning of Swahili-English translation equivalents. The findings demonstrate how metacognitive monitoring can be utilized to benefit multitrial learning. Computer-controlled allocation of restudy based on people's JOLs was equivalent to most people's own allocation of restudy (indicating that the computer algorithm can provide a sufficient account of people's allocation of restudy) and 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). |
| doi_str_mv | 10.1111/j.1467-9280.1994.tb00502.x |
| format | Article |
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Computer-controlled allocation of restudy based on people's JOLs was equivalent to most people's own allocation of restudy (indicating that the computer algorithm can provide a sufficient account of people's allocation of restudy) and 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).</description><identifier>ISSN: 0956-7976</identifier><identifier>EISSN: 1467-9280</identifier><identifier>DOI: 10.1111/j.1467-9280.1994.tb00502.x</identifier><identifier>CODEN: PSYSET</identifier><language>eng</language><publisher>Los Angeles, CA: Cambridge University Press</publisher><subject>Algorithms ; Cognition ; Cognition & reasoning ; Conditional probabilities ; Experimental psychology ; Experimentation ; Independent study ; Judgment ; Learning ; Memory ; Metacognition ; Normativity ; Psychology</subject><ispartof>Psychological science, 1994-07, Vol.5 (4), p.207-213</ispartof><rights>Copyright 1994 American Psychological Society</rights><rights>1994 Association for Psychological Science</rights><rights>Copyright Blackwell Publishers Inc. 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| ispartof | Psychological science, 1994-07, Vol.5 (4), p.207-213 |
| issn | 0956-7976 1467-9280 |
| language | eng |
| recordid | cdi_proquest_journals_195580465 |
| source | SAGE Publications; Business Source Complete; JSTOR |
| subjects | Algorithms Cognition Cognition & reasoning Conditional probabilities Experimental psychology Experimentation Independent study Judgment Learning Memory Metacognition Normativity Psychology |
| title | Utilization of Metacognitive Judgments in the Allocation of Study during Multitrial Learning |
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