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

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....