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Differences in judgments of learning difficulty.

B S Stein, J D Bransford, J J Franks

    Journal of Experimental Psychology. General
    |December 1, 1982
    PubMed
    Summary
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    Academically successful students better predict memory difficulty than less successful peers. Training improved less successful students' judgment and memory, highlighting the importance of metacognitive skills in learning.

    Area of Science:

    • Cognitive Psychology
    • Educational Psychology
    • Metacognition

    Background:

    • Metacognitive judgments, such as judgments of learning (JOLs), are crucial for effective learning.
    • Previous research suggests differences in metacognitive abilities between academically successful and less successful students.
    • Understanding how students assess the difficulty of learning material is key to improving educational strategies.

    Purpose of the Study:

    • To investigate whether academically successful and less successful fifth graders differ in their ability to judge the ease of understanding and remembering sentences.
    • To examine how memory performance and metacognitive judgments are affected by task experience and training.
    • To determine if training can improve the metacognitive judgments and memory performance of less successful students.

    Related Experiment Videos

    Main Methods:

    • Two experiments were conducted with fifth-grade students.
    • Participants judged the ease of understanding and remembering sentences, with some attempting to recall sentences before judging new ones.
    • A training intervention was provided to less successful students in the second experiment to assess its impact on judgments and memory.

    Main Results:

    • Initially, successful students were more accurate than less successful students in identifying sentences with arbitrary relationships as harder to remember.
    • Task experience widened this gap, with successful students' memory performance improving while less successful students' did not.
    • Training enabled less successful students to use arbitrariness information for judgments and improved their memory recall.

    Conclusions:

    • Academically successful students possess stronger metacognitive monitoring skills regarding memory difficulty.
    • Metacognitive abilities and memory performance can be enhanced through targeted training, particularly for less successful learners.
    • Findings have implications for developing instructional methods that foster better metacognitive awareness in students.