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Related Experiment Videos

The rereading effect: metacomprehension accuracy improves across reading trials.

K A Rawson1, J Dunlosky, K W Thiede

  • 1University of North Carolina, Greensboro 27402-6164, USA.

Memory & Cognition
|December 6, 2000
PubMed
Summary

Rereading texts significantly enhances metacomprehension accuracy, improving the ability to judge one's own understanding. This study demonstrates that rereading leads to more accurate self-assessments of learning from text.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Metacognition Research

Background:

  • Metacognition involves monitoring and controlling cognitive processes.
  • Text comprehension theories emphasize different levels of mental representation.
  • Previous research often shows low accuracy in judging comprehension.

Purpose of the Study:

  • To investigate if rereading texts improves metacomprehension accuracy.
  • To test a hypothesis integrating cue-based monitoring and text representation theories.
  • To examine the effect of rereading on the correlation between comprehension judgments and test performance.

Main Methods:

  • Participants read texts once or twice.
  • Comprehension judgments were collected after reading.

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  • Participants were subsequently tested on the text material.
  • Correlations between judgments and test scores were analyzed.

    • Main Results:

    • Rereading texts reliably increased the accuracy of metacomprehension.
    • Correlations between comprehension ratings and test scores were significantly higher for the rereading group.
    • Metacomprehension accuracy reached a median gamma of +.60 with rereading, exceeding typical findings.

    Conclusions:

    • Rereading is an effective strategy for improving metacomprehension accuracy.
    • The findings support an integration of metacognitive monitoring and comprehension theories.
    • The benefits of rereading extend beyond mere familiarity, impacting accurate self-assessment of understanding.