Metacomprehension in Multiple Document Reading

Author:

Schuster Corinna1ORCID,Alef Maria1,Mierwald Marcel2,Brauch Nicola2,Stadtler Marc1

Affiliation:

1. Educational Science, Faculty of Philosophy and Educational Science, Ruhr University Bochum, Germany

2. Department of History, Faculty of Historical Science, Ruhr University Bochum, Germany

Abstract

Abstract: Accurately assessing someone’s comprehension is central to learning from multiple documents. This study examines whether judgment accuracy can be increased if readers summarize texts before assessing their own comprehension. We asked 144 adults to read multiple documents on a historical controversy. They then produced Twitter-like summaries either (a) after a time delay or (b) immediately after reading; a control group (c) did not write summaries. Results showed that delaying writing summaries increased the absolute accuracy of self-assessments of undisputed historical content knowledge. We found negative effects for the accuracy of self-assessments of source–content links, intertextual conflicts, and integration performance in an essay. The relative accuracy was lower in the delayed summaries group than in the controls. In summary, the positive effect of writing summaries appears to be limited to the self-assessment of content knowledge, whereas it is reduced with respect to forms of knowledge specific to reading multiple texts.

Publisher

Hogrefe Publishing Group

Subject

Developmental and Educational Psychology,Education

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Understanding and Supporting Metacognitive Monitoring Judgments – A Commentary;Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie;2023-04

2. Advances in Understanding and Fostering the Accuracy of Metacognitive Judgments;Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie;2023-04

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