Metacomprehension judgements reflect the belief that diagrams improve learning from text.
In two experiments we systematically explored whether people consider the format of text materials when judging their text learning, and whether doing so might inappropriately bias their judgements. Participants studied either text with diagrams (multimedia) or text alone and made both per-paragraph judgements and global judgements of their text learning. In Experiment 1 they judged their learning to be better for text with diagrams than for text alone. In that study, however, test performance was greater for multimedia, so the judgements may reflect either a belief in the power of multimedia or on-line processing. Experiment 2 replicated this finding and also included a third group that read texts with pictures that did not improve text performance. Judgements made by this group were just as high as those made by participants who received the effective multimedia format. These results confirm the hypothesis that people's metacomprehension judgements can be influenced by their beliefs about text format. Over-reliance on this multimedia heuristic, however, might reduce judgement accuracy in situations where it is invalid.
Serra
Michael J
MJ
Department of Psychology, MS 2051, Psychology Building, Texas Tech University, Lubbock, Texas 79409-2051, USA. michael.serra@ttu.edu
Dunlosky
John
J
D032882:Comprehension / Q000502:physiology*; D003469:Culture; D005260:Female; D006801:Humans; D007600:Judgment / Q000502:physiology*; D007858:Learning / Q000502:physiology*; D008297:Male; D011939:Mental Recall; D011597:Psychomotor Performance / Q000502:physiology; D011932:Reading; D011795:Surveys and Questionnaires; D055815:Young Adult