Aaron Richmond reflects on his experience with Improve with Metacognition by providing the great, the good, and the not-so-good of this project.
by Aaron S. Richmond, Ph. D., Metropolitan State University of Denver As a standalone assessment tool, the Immediate Feedback Assessment Technique (IF-AT) has been demonstrated to affect student learning and students’ perceptions of the teacher (e.g., Brosvic et al. 2006; Slepkov & Sheil, 2014) and possibly improve metacognition (see Richmond, 2017). However, can IF-AT be combined with a cooperative learning activity… Read more »
In this blog, I discuss the metacognitive uses of Immediate Feedback Assessment Techniques (IF-AT). Such as calibration, metacognitive awareness, etc.
In this post, Jason Lodge argues that metacognition can help support student confidence while also helping to correct for overconfidence. He concludes, “it is vital that students develop metacognition so that they can monitor when they are wrong or when they are not progressing as they should be. If they can, then there is every chance that the learning experience can be more powerful as a result.”
In this post, Dr. Philip Beaman draws a parallel between different types of machine learning (supervised and unsupervised) and human metacognitive processes, with some evidence that “that meta-cognition under distraction benefits from distributing some of the relevant knowledge away from the head and into the world.”
In a previous post, Michael Serra considered the role of processing fluency within lab setting and found that ease of processing leads to learners overestimating how much they know. While this could potentially have implications for actual classroom environments, Serra concludes that “it seems that perceptual fluency is not a problem we should be greatly concerned about in realistic learning situations.”
In part one of a two part series, Michael Serra explores the relationship between processing fluency (e.g., easy to read large print text) and learning complex material. At least in the lab, “learners are often misled by feelings of fluency or disfluency that are neither related to their level of learning nor predictive of their future test performance.” Part two will consider the implications for classroom environments.
In this post, John R. Schumacher, Eevin Akers, and Roman Taraban observe that while note taking improves test performance, it does not improve calibration. They argue that students “need to be aware that waiting a short time before judging whether they need more study will result in more effective self-regulation of study time.”
In this post, Dr. Ed Nuhfer shares a proposed classification scheme for metacognitive self-assessment based upon magnitudes of inaccuracy of self-assessed competence.
Are Academic Procrastinators Metacognitively Deprived?
Roman Taraban and his colleagues share results of a study that examines how well students are able to accurately judge the accuracy of their knowledge, and whether or not the accuracy of their self-judgments depends upon how much they know.
In this post, Chris Was shares some of his research exploring the development of metacognition in young children. He finds that the difference between predicted recall performance and actual performance supports the hypothesis that metacognition is not a single skill that children have or not, but rather it is a complex of many skills and processes the children acquire through experiences and maturation.
Dr. Stephen Chew argues that, without metacognitive awareness, attempts at scaffolding may only create overconfidence in students without any learning. He uses the example of exam reviews to support his argument and follows with some ideas he has for intertwining metacognition with scaffolding in order to maximize its benefits.
by Antonio Gutierrez, Georgia Southern University In a recent meta-analysis of 67 research studies that utilize an intervention targeted at enhancing metacognitive awareness, Jacob and Parkinson (in press) argue that metacognitive interventions aimed at improving executive function processes are not as effective at improving student achievement as once believed by scholars and practitioners alike. In essence, the evidence in support of… Read more »
This sometimes humorous article by Justin Kruger and David Dunning describes a series of four experiments that “that incompetent individuals have more difficulty recognizing their true level of ability than do more competent individuals and that a lack of metacognitive skills may underlie this deficiency.” It also includes a nice review of the literature and several examples to support their study…. Read more »
Kristen Chorba and Chistopher Was explore the connections between work in neuroscience on executive function and pedagogical work on metacognition. Both processes serve similar functions (evaluation and problem-solving) and lead to activity in similar portions of the brain. Chorba and Was invite us to bring these two areas of research together and suggest that “executive functions and metacognition may be largely the same process.” What do you think?
Antonio Gutierrez questions the assumption that conditional knowledge (e.g., when, why, where, and how a learning strategy applies) is related to calibration (e.g. self-monitoring, self-regulation). While the literature presupposes a link between them, Gutierrez calls on us to investigate the connection.
“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… Read more »