title: The JOIs of text comprehension: Supplementing retrieval practice to enhance inference performance.
abstract: Previous research has shown that the Read-Recite-Review (3R) technique, a retrieval-based strategy, enhances free recall but not inference performance relative to a common note-taking strategy. We hypothesize that this may be because retrieval practice enhances memory processes without encouraging learners to build a coherent situation model, a type of processing necessary for successful inference performance. In 2 experiments, we attempted to enhance situation-model processing during restudy by incorporating judgments of inferencing (JOIs) within the 3R technique. In Experiment 1, participants studied a technical passage on brakes (or pumps) under 1 of 3 study conditions: a) standard 3R, b) 3R plus metacomprehension judgments, or c) note-taking plus metacomprehension judgments. The combination of retrieval practice and metacomprehension judgments (i.e., 3R plus metacomprehension) improved inference performance relative to the standard 3R and note-taking plus metacomprehension judgments conditions. In Experiment 2, we manipulated the type of metacomprehension judgments (JOIs vs. judgments of learning) and test-expectancy (TE) instructions. Our results indicated that only the addition of JOIs to the 3R strategy enhanced inference and problem-solving performance relative to the standard 3R condition. These findings suggest that making metacomprehension judgments may not be a neutral event; instead, making JOIs in concert with retrieval practice can influence people's subsequent study behavior, which in turn can have a positive impact on inference performance.
authors.affiliation: Department of Psychology, Washington University in St. Louis.
authors.forename: Khuyen
authors.initials: K
authors.lastname: Nguyen
authors.affiliation: Department of Psychology, Washington University in St. Louis.
authors.forename: Mark A
authors.initials: MA
authors.lastname: McDaniel
mesh_terms: D032882:Comprehension / Q000502:physiology*; D006801:Humans; D011939:Mental Recall / Q000502:physiology*; D011214:Practice, Psychological; D011932:Reading; D012153:Retention, Psychology / Q000502:physiology