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An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect
Stockholm University, Faculty of Social Sciences, Department of Psychology.
2011 (English)Independent thesis Advanced level (degree of Master (Two Years)), 30 credits / 45 HE creditsStudent thesis
Abstract [en]

Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, from delaying JOLs, yet the participants showed poor explicit knowledge of it, and neither did their choice of strategy improve with task experience. The results demonstrate the important role of correct assessment during ongoing learning, and that even experienced learners, such as, university undergraduates are seemingly unaware of which strategies lead to optimal monitoring.

Place, publisher, year, edition, pages
2011. , 17 p.
Keyword [en]
metacognition, judgments of learning, JOL, metacognitive strategies, metacognitive knowledge
National Category
URN: urn:nbn:se:su:diva-59023OAI: diva2:424670
2011-06-03, 153, Frescati Hagväg 14, Stockholm, 09:00
Social and Behavioural Science, Law
Available from: 2011-06-20 Created: 2011-06-20 Last updated: 2011-06-20Bibliographically approved

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