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Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
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Delayed Metacomprehension Judgments Do Not Directly Improve Learning from Texts.

Hannah Hausman1, Veit Kubik2

  • 1Department of Psychology, University of California, Santa Cruz, CA 95064, USA.

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|July 28, 2023
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Summary
This summary is machine-generated.

Judgments of learning (JOLs) did not improve text comprehension, even when participants attempted covert retrieval. This suggests that metacognitive judgments may be ineffective for complex learning materials like expository texts.

Keywords:
JOL reactivitycovert retrievaljudgments of learningmetacomprehension

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Metacognition

Background:

  • Judgments of learning (JOLs) can enhance learning with simple materials.
  • JOLs' effectiveness with complex educational materials like expository texts is understudied.
  • Previous research shows inconsistent comprehension gains from JOLs with texts.

Purpose of the Study:

  • To investigate if covert retrieval attempts during JOLs improve text comprehension.
  • To test if delayed, target-absent JOLs enhance learning from expository texts.
  • To determine if JOLs can be optimized for educational materials.

Main Methods:

  • A between-subjects design with 210 participants.
  • Manipulation of covert retrieval instructions and delayed, target-absent JOLs.
  • Assessment of text comprehension after a 1-week delay.

Main Results:

  • Delayed, target-absent JOLs did not improve text comprehension.
  • Prior covert retrieval instructions did not enhance JOL effectiveness.
  • No significant comprehension benefits were observed.

Conclusions:

  • Metacognitive judgments may be insufficient or ineffective for complex text comprehension.
  • Current JOL procedures may not elicit sufficient retrieval for learning gains.
  • Further research is needed to optimize JOLs for educational contexts.