Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span
The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate le...
Ausführliche Beschreibung
Autor*in: |
Nicole von der Linden [verfasserIn] Elisabeth Löffler [verfasserIn] Wolfgang Schneider [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2016 |
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Übergeordnetes Werk: |
In: Frontline Learning Research - EARLI, 2021, 3(2016), 4 |
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Übergeordnetes Werk: |
volume:3 ; year:2016 ; number:4 |
Links: |
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DOI / URN: |
10.14786/flr.v3i4.196 |
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Katalog-ID: |
DOAJ031604781 |
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10.14786/flr.v3i4.196 doi (DE-627)DOAJ031604781 (DE-599)DOAJ4bda1021453b400f98eac8dc538569dd DE-627 ger DE-627 rakwb eng Nicole von der Linden verfasserin aut Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed Judgments-of-Learning (JOLs), that is, they rated their certainty that they would later be able to recall specific details correctly, and Confidence Judgements (CJs), that is, they rated their certainty that the provided answers in the recall test were correct. Half of the participants underwent a short strategy training in order to enhance their recollection of contextual details thus providing a diagnostic basis for forming metacognitive judgements. Results revealed significant gains in memory performance after completing the strategy training. Moreover, a positive effect of the strategy training on JOLs and CJs differentiation and accuracy could be detected. Effects were most pronounced for children and older adults. Participants who had completed the strategy training also reported a decrease of familiarity-based metacognitive judgments and were able to identify memories for which no reliable cues existed more easily than participants in the control condition. Accordingly, improvements in monitoring performance seemed to be due to a shift in underlying cues. In sum, this study integrates traditional aims from the relatively separately existing lines of metacognitive research in the developmental and cognitive literature and adds to understanding and improving monitoring judgments in a life-time sample. metamemory judgments-of-learning confidence judgments monitoring life-span strategy instruction Education L Elisabeth Löffler verfasserin aut Wolfgang Schneider verfasserin aut In Frontline Learning Research EARLI, 2021 3(2016), 4 (DE-627)779400674 (DE-600)2758666-2 22953159 nnns volume:3 year:2016 number:4 https://doi.org/10.14786/flr.v3i4.196 kostenfrei https://doaj.org/article/4bda1021453b400f98eac8dc538569dd kostenfrei https://journals.sfu.ca/flr/index.php/journal/article/view/196 kostenfrei https://doaj.org/toc/2295-3159 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 3 2016 4 |
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10.14786/flr.v3i4.196 doi (DE-627)DOAJ031604781 (DE-599)DOAJ4bda1021453b400f98eac8dc538569dd DE-627 ger DE-627 rakwb eng Nicole von der Linden verfasserin aut Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed Judgments-of-Learning (JOLs), that is, they rated their certainty that they would later be able to recall specific details correctly, and Confidence Judgements (CJs), that is, they rated their certainty that the provided answers in the recall test were correct. Half of the participants underwent a short strategy training in order to enhance their recollection of contextual details thus providing a diagnostic basis for forming metacognitive judgements. Results revealed significant gains in memory performance after completing the strategy training. Moreover, a positive effect of the strategy training on JOLs and CJs differentiation and accuracy could be detected. Effects were most pronounced for children and older adults. Participants who had completed the strategy training also reported a decrease of familiarity-based metacognitive judgments and were able to identify memories for which no reliable cues existed more easily than participants in the control condition. Accordingly, improvements in monitoring performance seemed to be due to a shift in underlying cues. In sum, this study integrates traditional aims from the relatively separately existing lines of metacognitive research in the developmental and cognitive literature and adds to understanding and improving monitoring judgments in a life-time sample. metamemory judgments-of-learning confidence judgments monitoring life-span strategy instruction Education L Elisabeth Löffler verfasserin aut Wolfgang Schneider verfasserin aut In Frontline Learning Research EARLI, 2021 3(2016), 4 (DE-627)779400674 (DE-600)2758666-2 22953159 nnns volume:3 year:2016 number:4 https://doi.org/10.14786/flr.v3i4.196 kostenfrei https://doaj.org/article/4bda1021453b400f98eac8dc538569dd kostenfrei https://journals.sfu.ca/flr/index.php/journal/article/view/196 kostenfrei https://doaj.org/toc/2295-3159 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 3 2016 4 |
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10.14786/flr.v3i4.196 doi (DE-627)DOAJ031604781 (DE-599)DOAJ4bda1021453b400f98eac8dc538569dd DE-627 ger DE-627 rakwb eng Nicole von der Linden verfasserin aut Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed Judgments-of-Learning (JOLs), that is, they rated their certainty that they would later be able to recall specific details correctly, and Confidence Judgements (CJs), that is, they rated their certainty that the provided answers in the recall test were correct. Half of the participants underwent a short strategy training in order to enhance their recollection of contextual details thus providing a diagnostic basis for forming metacognitive judgements. Results revealed significant gains in memory performance after completing the strategy training. Moreover, a positive effect of the strategy training on JOLs and CJs differentiation and accuracy could be detected. Effects were most pronounced for children and older adults. Participants who had completed the strategy training also reported a decrease of familiarity-based metacognitive judgments and were able to identify memories for which no reliable cues existed more easily than participants in the control condition. Accordingly, improvements in monitoring performance seemed to be due to a shift in underlying cues. In sum, this study integrates traditional aims from the relatively separately existing lines of metacognitive research in the developmental and cognitive literature and adds to understanding and improving monitoring judgments in a life-time sample. metamemory judgments-of-learning confidence judgments monitoring life-span strategy instruction Education L Elisabeth Löffler verfasserin aut Wolfgang Schneider verfasserin aut In Frontline Learning Research EARLI, 2021 3(2016), 4 (DE-627)779400674 (DE-600)2758666-2 22953159 nnns volume:3 year:2016 number:4 https://doi.org/10.14786/flr.v3i4.196 kostenfrei https://doaj.org/article/4bda1021453b400f98eac8dc538569dd kostenfrei https://journals.sfu.ca/flr/index.php/journal/article/view/196 kostenfrei https://doaj.org/toc/2295-3159 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 3 2016 4 |
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10.14786/flr.v3i4.196 doi (DE-627)DOAJ031604781 (DE-599)DOAJ4bda1021453b400f98eac8dc538569dd DE-627 ger DE-627 rakwb eng Nicole von der Linden verfasserin aut Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed Judgments-of-Learning (JOLs), that is, they rated their certainty that they would later be able to recall specific details correctly, and Confidence Judgements (CJs), that is, they rated their certainty that the provided answers in the recall test were correct. Half of the participants underwent a short strategy training in order to enhance their recollection of contextual details thus providing a diagnostic basis for forming metacognitive judgements. Results revealed significant gains in memory performance after completing the strategy training. Moreover, a positive effect of the strategy training on JOLs and CJs differentiation and accuracy could be detected. Effects were most pronounced for children and older adults. Participants who had completed the strategy training also reported a decrease of familiarity-based metacognitive judgments and were able to identify memories for which no reliable cues existed more easily than participants in the control condition. Accordingly, improvements in monitoring performance seemed to be due to a shift in underlying cues. In sum, this study integrates traditional aims from the relatively separately existing lines of metacognitive research in the developmental and cognitive literature and adds to understanding and improving monitoring judgments in a life-time sample. metamemory judgments-of-learning confidence judgments monitoring life-span strategy instruction Education L Elisabeth Löffler verfasserin aut Wolfgang Schneider verfasserin aut In Frontline Learning Research EARLI, 2021 3(2016), 4 (DE-627)779400674 (DE-600)2758666-2 22953159 nnns volume:3 year:2016 number:4 https://doi.org/10.14786/flr.v3i4.196 kostenfrei https://doaj.org/article/4bda1021453b400f98eac8dc538569dd kostenfrei https://journals.sfu.ca/flr/index.php/journal/article/view/196 kostenfrei https://doaj.org/toc/2295-3159 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 3 2016 4 |
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Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-span |
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The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed Judgments-of-Learning (JOLs), that is, they rated their certainty that they would later be able to recall specific details correctly, and Confidence Judgements (CJs), that is, they rated their certainty that the provided answers in the recall test were correct. Half of the participants underwent a short strategy training in order to enhance their recollection of contextual details thus providing a diagnostic basis for forming metacognitive judgements. Results revealed significant gains in memory performance after completing the strategy training. Moreover, a positive effect of the strategy training on JOLs and CJs differentiation and accuracy could be detected. Effects were most pronounced for children and older adults. Participants who had completed the strategy training also reported a decrease of familiarity-based metacognitive judgments and were able to identify memories for which no reliable cues existed more easily than participants in the control condition. Accordingly, improvements in monitoring performance seemed to be due to a shift in underlying cues. In sum, this study integrates traditional aims from the relatively separately existing lines of metacognitive research in the developmental and cognitive literature and adds to understanding and improving monitoring judgments in a life-time sample. |
abstractGer |
The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed Judgments-of-Learning (JOLs), that is, they rated their certainty that they would later be able to recall specific details correctly, and Confidence Judgements (CJs), that is, they rated their certainty that the provided answers in the recall test were correct. Half of the participants underwent a short strategy training in order to enhance their recollection of contextual details thus providing a diagnostic basis for forming metacognitive judgements. Results revealed significant gains in memory performance after completing the strategy training. Moreover, a positive effect of the strategy training on JOLs and CJs differentiation and accuracy could be detected. Effects were most pronounced for children and older adults. Participants who had completed the strategy training also reported a decrease of familiarity-based metacognitive judgments and were able to identify memories for which no reliable cues existed more easily than participants in the control condition. Accordingly, improvements in monitoring performance seemed to be due to a shift in underlying cues. In sum, this study integrates traditional aims from the relatively separately existing lines of metacognitive research in the developmental and cognitive literature and adds to understanding and improving monitoring judgments in a life-time sample. |
abstract_unstemmed |
The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed Judgments-of-Learning (JOLs), that is, they rated their certainty that they would later be able to recall specific details correctly, and Confidence Judgements (CJs), that is, they rated their certainty that the provided answers in the recall test were correct. Half of the participants underwent a short strategy training in order to enhance their recollection of contextual details thus providing a diagnostic basis for forming metacognitive judgements. Results revealed significant gains in memory performance after completing the strategy training. Moreover, a positive effect of the strategy training on JOLs and CJs differentiation and accuracy could be detected. Effects were most pronounced for children and older adults. Participants who had completed the strategy training also reported a decrease of familiarity-based metacognitive judgments and were able to identify memories for which no reliable cues existed more easily than participants in the control condition. Accordingly, improvements in monitoring performance seemed to be due to a shift in underlying cues. In sum, this study integrates traditional aims from the relatively separately existing lines of metacognitive research in the developmental and cognitive literature and adds to understanding and improving monitoring judgments in a life-time sample. |
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