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Los buenos aprendices son malos monitores: una relación negativa entre la capacidad de aprendizaje y la precisión de

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El aprendizaje efectivo requiere precisión de monitoreo. Sorprendentemente, la capacidad de aprendizaje superior se correlaciona con una menor precisión de monitoreo, desafiando la noción de que los buenos estudiantes siempre son buenos monitores.

Palabras clave:
Falta de confianza de los expertosjuicios de aprendizajecapacidad de aprendizajeMetanálisisPrecisión del seguimiento

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Área de la Ciencia:

  • Psicología cognitiva
  • Psicología educativa
  • La metacognición

Sus antecedentes:

  • El aprendizaje efectivo requiere tanto la adquisición de conocimientos como un autocontrol preciso.
  • No se comprende completamente la relación entre la capacidad de aprendizaje y la precisión del seguimiento del aprendizaje (precisión metacognitiva).

Objetivo del estudio:

  • Investigar la relación entre la capacidad de aprendizaje de un individuo y su precisión en el seguimiento de su progreso en el aprendizaje.
  • Desafiar la suposición de que los estudiantes superiores son inherentemente superiores en el monitoreo de su aprendizaje.

Principales métodos:

  • Se realizó un metanálisis de los datos existentes (N = 2.406).
  • Reanálisis de los datos del metanálisis para examinar la falta de confianza en los aprendices expertos.
  • Se realizaron dos experimentos controlados (N = 102 y N = 481) para replicar conceptualmente los hallazgos.

Principales resultados:

  • Se encontró una asociación negativa contraintuitiva: los individuos con mayor capacidad de aprendizaje mostraron una precisión de monitoreo ligeramente menor.
  • Los aprendices expertos demostraron falta de confianza, recordando más de lo que predijeron que harían.
  • Los estudios experimentales confirmaron los hallazgos del metanálisis, indicando déficits de monitoreo en los estudiantes expertos.

Conclusiones:

  • La sabiduría convencional de que los buenos estudiantes también son buenos monitores es desafiada.
  • Los estudiantes expertos pueden poseer déficits de monitoreo, específicamente falta de confianza en sus predicciones de memoria.
  • Esto sugiere una posible disociación entre el dominio del aprendizaje y la precisión del monitoreo metacognitivo.