Four cornerstones of calibration research: Why understanding students' judgments can improve their achievement

被引：95

作者：

Dunlosky, John ^{[1
]}

Thiede, Keith W. ^{[2
]}

机构：

[1] Kent State Univ, Dept Psychol, Kent, OH 44241 USA

[2] Boise State Univ, Boise, ID 83725 USA

来源：

LEARNING AND INSTRUCTION | 2013年 / 24卷

关键词：

Metacognition; Metamemory; Metacognitive judgments; ACCURACY; KNOWLEDGE; GAMMA;

D O I：

10.1016/j.learninstruc.2012.05.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The target articles make significant advances in our understanding of students' judgments of their cognitive processes and products. In general, the advances are relative to a subset of common themes, which we call the four cornerstones of research on metacognitive judgments. We discuss how the target articles build on these cornerstones (judgment bases, judgment accuracy, judgment reliability, and control) and how they are relevant to improving student achievement. (c) 2012 Elsevier Ltd. All rights reserved.

引用

页码：58 / 61

页数：4

共 22 条

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