Metacomprehension for educationally relevant materials: dramatic effects of encoding-retrieval interactions.
As the metacomprehension literature has grown, important discoveries pertinent to education havebeen made. For example, as students are better able to assess their knowledge and implement appropriate study strategies, presumably their acquisition and retention of course material improves. Accordingly, we consider the metacomprehension literature with an emphasis on factors that impact metacomprehension accuracy. Several studies have demonstrated that metacomprehension prediction accuracy will improve to the extent that people engage in enriched-encoding activities. More recently, research by Thomas and McDaniel (in press) has suggested that enriched-encoding manipulations interact with retrieval to impact both retention and metacomprehension and, in turn, the effectiveness of controlling subsequent study. Thus, matching enriched-encoding activities with the criterial test plays a critical role in metacomprehension accuracy and control of studying.
Thomas
Ayanna K
AK
Colby College, Waterville, Maine, USA. ayanna.thomas@tufts.edu
McDaniel
Mark A
MA
D003071:Cognition; D004493:Education; D006801:Humans; D008568:Memory; D011939:Mental Recall; D012153:Retention, Psychology
Psychol Bull. 1984 Jan;95(1):109-33
6544431
J Exp Psychol Learn Mem Cogn. 2000 Jan;26(1):204-21
10682298
Mem Cognit. 2007 Jun;35(4):668-78
17848025
Mem Cognit. 1995 Jan;23(1):12-22
7885261
Mem Cognit. 2000 Sep;28(6):1004-10
11105526
J Exp Psychol Gen. 2003 Dec;132(4):530-42
14640846
J Exp Psychol Learn Mem Cogn. 2005 Nov;31(6):1267-80
16393046
Psychon Bull Rev. 2007 Apr;14(2):225-9
17694905
Psychon Bull Rev. 2007 Apr;14(2):200-6
17694901
J Exp Psychol Learn Mem Cogn. 1984 Oct;10(4):663-79
6239006
J Exp Psychol Learn Mem Cogn. 1994 Jan;20(1):169-84
8138784
Mem Cognit. 2004 Sep;32(6):945-55
15673182
Acta Psychol (Amst). 2008 May;128(1):110-8
18070613