Metacognitive Regulation of Text Learning: On Screen Versus on Paper

被引:234
作者
Ackerman, Rakefet [1 ]
Goldsmith, Morris [2 ]
机构
[1] Technion Israel Inst Technol, Fac Ind Engn & Management, IL-32000 Haifa, Israel
[2] Univ Haifa, Dept Psychol, IL-31999 Haifa, Israel
关键词
metacognition; metacomprehension; monitoring and control; text learning; self-regulated learning; computer-based learning; STUDY-TIME; METACOMPREHENSION JUDGMENTS; KNOWLEDGE ACQUISITION; STRATEGIC REGULATION; AGE-DIFFERENCES; ACCURACY; MEMORY; ALLOCATION; PERFORMANCE; EFFICACY;
D O I
10.1037/a0022086
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a Metacognitive Learning Regulation Profile (MLRP) for each study media. Participants studied expository texts of 1000-1200 words in one of the two media and for each text they provided metacognitive prediction-of-performance judgments with respect to a subsequent multiple-choice test. Under fixed study time (Experiment 1), test performance did not differ between the two media, but when study time was self-regulated (Experiment 2) worse performance was observed on screen than on paper. The results suggest that the primary differences between the two study media are not cognitive but rather metacognitive less accurate prediction of performance and more erratic study-time regulation on screen than on paper. More generally, this study highlights the contribution of metacognitive regulatory processes to learning and demonstrates the potential of the MLRP methodology for revealing the source of subjective and objective differences in study performance among study conditions.
引用
收藏
页码:18 / 32
页数:15
相关论文
共 107 条
[1]  
ACKERMAN R, 2008, P CHAIS C INSTR TECH, V3, P1
[2]   Control over grain size in memory reporting - With and without satisficing knowledge [J].
Ackerman, Rakefet ;
Goldsmith, Morris .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 2008, 34 (05) :1224-1245
[3]  
Annand D, 2008, J INTERACT ONLINE LE, V7, P152
[4]  
[Anonymous], 1982, Judgement under Uncertainty: Heuristics and Biases, DOI DOI 10.1017/CBO9780511809477.023
[5]   Does training on self-regulated learning facilitate students' learning with hypermedia? [J].
Azevedo, R ;
Cromley, JG .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2004, 96 (03) :523-535
[6]   Does momentary accessibility influence metacomprehension judgments? The influence of study-judgment lags on accessibility effects [J].
Baker, JMC ;
Dunlosky, J .
PSYCHONOMIC BULLETIN & REVIEW, 2006, 13 (01) :60-65
[7]  
Baker L., 1985, Metacognition, cognition, and human performance, V1, P155, DOI DOI 10.1037/0022-0663.76.4.588
[8]   REGULATION OF COGNITIVE-PROCESSES THROUGH PERCEIVED SELF-EFFICACY [J].
BANDURA, A .
DEVELOPMENTAL PSYCHOLOGY, 1989, 25 (05) :729-735
[9]  
Benjamin A.S., 2008, HDB METAMEMORY MEMOR, P73, DOI DOI 10.4324/9780203805503.CH5
[10]   The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index [J].
Benjamin, AS ;
Bjork, RA ;
Schwartz, BL .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL, 1998, 127 (01) :55-68