过度自信效应
元认知
任务(项目管理)
考试(生物学)
心理学
阅读(过程)
背景(考古学)
透视图(图形)
认知心理学
社会心理学
计算机科学
人工智能
认知
古生物学
管理
神经科学
政治学
法学
经济
生物
作者
Tirza Lauterman,Rakefet Ackerman
标识
DOI:10.1016/j.chb.2014.02.046
摘要
Metacognitive monitoring that accompanies a learning task reflects self-prediction of achievement at test. Well-calibrated monitoring is important because it is by this subjective assessment that people allocate their learning efforts. Previous studies that compared learning outcomes and calibration of monitoring when learning texts on screen and on paper have found screen inferiority: screen learners performed worse and were more overconfident about their success. However, learning from one’s preferred medium was associated with attenuated overconfidence. The present study examined two methods for overcoming screen inferiority in these respects. First, practicing the study-test task allowed overcoming screen inferiority, but only among those who preferred reading from screens. Second, in-depth processing was encouraged by having participants generate keywords at a delay, before monitoring their knowledge and taking the test. This method eliminated screen inferiority even for the first-studied texts, but after practicing it, screen inferiority was re-exposed among those who preferred studying on paper. This study makes a practical contribution to educational practice by suggesting directions for overcoming screen inferiority. From a broader perspective, the study demonstrates that experience with the task and in-depth processing can attenuate overconfidence and that the effectiveness of learning-enhancing methods depends on the study context and learners’ preferences.
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