Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

被引:109
作者
de Bruin, Anique B. H. [1 ,2 ]
Thiede, Keith W. [3 ]
Camp, Gino [2 ]
Redford, Joshua [3 ]
机构
[1] Maastricht Univ, Dept Educ Dev & Res, NL-6200 MD Maastricht, Netherlands
[2] Erasmus Univ, Dept Psychol, NL-3000 DR Rotterdam, Netherlands
[3] Boise State Univ, Coll Educ, Boise, ID 83725 USA
关键词
Metacomprehension accuracy; Self-regulation; Text comprehension; Development; Situation model; Keyword generation; SPONTANEOUS ALLOCATION; METACOGNITIVE CONTROL; JUDGMENTS; TIME; ACCURACY; MEMORY; CUE; PREDICTIONS; CALIBRATION; SELECTION;
D O I
10.1016/j.jecp.2011.02.005
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners: however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation. (C) 2011 Elsevier Inc. All rights reserved.
引用
收藏
页码:294 / 310
页数:17
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