Across-task relations among monitoring judgments: Differential effects of item feedback on monitoring bias during reading

Published on May 1, 2021in Learning and Individual Differences
· DOI :10.1016/J.LINDIF.2021.102007
D. Jake Follmer7
Estimated H-index: 7
(WVU: West Virginia University),
Joseph C. Tise3
Estimated H-index: 3
(PSU: Pennsylvania State University)
Abstract Using a practice testing paradigm, this study examined the effects of item feedback on learners' metacomprehension and monitoring judgments before, during, and after comprehension testing. Participants (N = 294) were randomly assigned to one of three conditions: a feedback, no feedback, and control condition. Participants completed an assessment of prior knowledge, read a 1000-word science text, and completed a measure of reading strategies. They also provided metacomprehension, item-level, and postdictive judgments of performance across comprehension testing. Measures of bias were calculated for each set of judgments. Results indicated that correctness feedback engendered less bias in learners' metacomprehension judgments but greater bias in item-level and postdictive judgments. Conditional and serial indirect effects were significant for those in the feedback condition. Findings provide evidence of positive but also differentiated effects of item feedback on students' monitoring bias. Unguided feedback may induce metacognitive bias during and after testing experiences in the context of text learning.
#1Daniel McNeish (ASU: Arizona State University)H-Index: 21
#2Melissa Gordon Wolf (UCSB: University of California, Santa Barbara)H-Index: 2
A common way to form scores from multiple-item scales is to sum responses of all items. Though sum scoring is often contrasted with factor analysis as a competing method, we review how factor analysis and sum scoring both fall under the larger umbrella of latent variable models, with sum scoring being a constrained version of a factor analysis. Despite similarities, reporting of psychometric properties for sum scored or factor analyzed scales are quite different. Further, if researchers use fact...
13 CitationsSource
#1D. Jake Follmer (WVU: West Virginia University)H-Index: 7
#2Roy B. Clariana (PSU: Pennsylvania State University)H-Index: 21
Learners’ monitoring judgments during reading are based on a variety of cues, and the roles of task features in promoting and constraining judgment accuracy are beginning to be understood. This wor...
2 CitationsSource
#1Timothy Hayes (FIU: Florida International University)H-Index: 5
#1Timothy Hayes (FIU: Florida International University)H-Index: 15
Last. Satoshi Usami (UTokyo: University of Tokyo)H-Index: 14
view all 2 authors...
Recently, quantitative researchers have shown increased interest in two-step factor score regression (FSR) approaches to structural model estimation. A particularly promising approach proposed by C...
5 CitationsSource
#1Chiara Mirandola (UNIPD: University of Padua)H-Index: 10
#2Alfonso Ciriello (UNIPD: University of Padua)H-Index: 2
Last. Cesare Cornoldi (UNIPD: University of Padua)H-Index: 56
view all 4 authors...
The ability to assess and monitor one’s own understanding of a written text is fundamental for learning and academic achievement. In the current paper, postdictive monitoring of text comprehension (i.e., the ability to judge the accuracy of responses previously given to a reading comprehension test) was investigated in both typically developing (TD) children and children with reading comprehension difficulties. Children from primary school (3rd to 5th grade) and secondary school (6th to 8th grad...
#1D. Jake Follmer (SU: Salisbury University)H-Index: 7
#2Rayne A. Sperling (PSU: Pennsylvania State University)H-Index: 14
Abstract Emerging evidence suggests that characteristics of text demonstrate differential recruitment of specific cognitive processes involved in reading comprehension. The aim of this study was to examine the relations among important reader and text characteristics and their contributions to comprehension of expository science text. Specifically, we examined whether text that varied in referential cohesion required differential use of specific executive functions, metacognitive monitoring of p...
6 CitationsSource
#1Antonio P. Gutierrez de Blume (GS: Georgia Southern University)H-Index: 2
#2Michael Wigelsworth (University of Manchester)H-Index: 17
AbstractThis study investigated the influence of strategy training instruction and an extrinsic incentive on American fourth- and fifth-grade students’ (N = 35) performance, confidence in performance, and calibration accuracy. Using an experimental design, children were randomized to either an experimental group (strategy training and an extrinsic incentive) or a comparison group in an after-school Brain Train Club. Data on performance and confidence ratings were collected pretest and again at p...
66 CitationsSource
#1Andrew F. Hayes (OSU: Ohio State University)H-Index: 56
#2Amanda K. Montoya (OSU: Ohio State University)H-Index: 7
Last. Nicholas J. Rockwood (OSU: Ohio State University)H-Index: 5
view all 3 authors...
Abstract Marketing, consumer, and organizational behavior researchers interested in studying the mechanisms by which effects operate and the conditions that enhance or inhibit such effects often rely on statistical mediation and conditional process analysis (also known as the analysis of “moderated mediation”). Model estimation is typically undertaken with ordinary least squares regression-based path analysis, such as implemented in the popular PROCESS macro for SPSS and SAS ( Hayes, 2013 ), or ...
286 CitationsSource
#1Jennifer Wiley (UIC: University of Illinois at Chicago)H-Index: 45
#2Thomas D. Griffin (UIC: University of Illinois at Chicago)H-Index: 14
Last. Keith W. Thiede (BSU: Boise State University)H-Index: 24
view all 6 authors...
: Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of studies that have explored comprehension monitoring accuracy in laboratory experiments, fewer studies have explored this in authentic course contexts. This study investigated the effect of an instructional condition that encouraged comprehension-test-expectancy and self-explanation durin...
20 CitationsSource
#1Antonio P. Gutierrez (GS: Georgia Southern University)H-Index: 13
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 64
Last. Aaron S. Richmond (Metropolitan State University of Denver)H-Index: 13
view all 4 authors...
Abstract We examined the latent structure of metacognitive monitoring judgments using hierarchical confirmatory factor analysis to compare five competing theoretical models with respect to domain-specific versus domain-general monitoring processes. We expected our results to support a domain-general monitoring model. Of the five models, the domain general monitoring model provided the best fit. In this model, level-1 domain-specific accuracy and error factors for each of the three tests loaded o...
15 CitationsSource
#1Danielle M. Sitzman (EWU: Eastern Washington University)H-Index: 6
#2Matthew G. Rhodes (CSU: Colorado State University)H-Index: 28
Last. Nate Kornell (Williams College)H-Index: 34
view all 3 authors...
Kornell and Rhodes (Journal of Experimental Psychology: Applied, 19, 1–13, 2013) reported that correct answer feedback impairs the accuracy of prospective memory judgments. The current experiments explored the boundaries of this effect. In Experiment 1, participants studied Lithuanian-English word pairs, took an initial test, and were either given correct answer feedback or no feedback at all. They then made a judgment of learning (JOL) regarding the likelihood of correctly recalling the English...
6 CitationsSource
Cited By0