Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children

Metacomprehension accuracy is typically quite poor; 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 for the delayed-keyword condition than for a control group. By contrast, for fourth graders, accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study

Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice

In higher education, many students make poor learning strategy decisions. This, in part, results from the counterintuitive nature of effective learning strategies: they enhance long-term learning but also cost high initial effort and appear to not improve learning (immediately). This mixed-method study investigated how students make learning strategy decisions in category learning, and whether students can be supported to make effective strategy decisions through a metacognitive prompt, designed to support accurate monitoring of effort and learning. Participants (N = 150) studied painting styles through blocked and interleaved practice, rated their perceived effort and perceived learning across time, and chose between either blocked or interleaved practice. Half of the participants (N = 74) were provided with a metacognitive prompt that showed them how their subjective experiences per strategy changed across time and required them to relate these experiences to the efficacy of learning strategies. Results indicated that subjective experiences with interleaved practice improved across time: students’ perceived learning increased as their perceived effort decreased. Mediation analysis revealed that the increased feeling of learning increased the likelihood to select interleaved practice. The percentage of students who chose interleaved practice increased from 13 to 40%. Students’ learning strategy decisions, however, did not benefit from the metacognitive prompt. Qualitative results revealed that students initially had inaccurate beliefs about the efficacy of learning strategies, but on-task experiences overrode the influence of prior beliefs in learning strategy decisions. This study suggests that repeated monitoring of effort and learning have the potential to improve the use of interleaved practice

Metacognitive awareness as measured by second-order judgements among university and secondary school students

When compared to high performers, low performers generally have more difficulty to accurately estimate their own performance. This has been explained by low performers being both unskilled and unaware about their performance. However, Miller and Geraci Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(2), 502–506, (2011) found that low performing university students also assigned less confidence to their estimates (i.e., second-order judgments, SOJs), indicating some metacognitive awareness of their poor calibration. The current study examined whether the relationship between calibration accuracy and confidence in performance estimates is more general, and exists irrespective of performance level, not only for university students but also for secondary school students. We asked university students and secondary school students to estimate their exam grade after taking their exam, and to provide a second-order judgement). The results showed that for university students, poor calibration accuracy was indeed accompanied by low confidence scores, independent from performance level. For secondary school students however, calibration accuracy was unrelated to confidence scores, suggesting a less developed metacognitive awareness

Students’ and teachers’ monitoring and regulation of students’ text comprehension : Effects of comprehension cue availability

For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues

Students’ and teachers’ monitoring and regulation of students’ text comprehension : Effects of comprehension cue availability

For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues

Metacognitive awareness as measured by second-order judgements among university and secondary school students

When compared to high performers, low performers generally have more difficulty to accurately estimate their own performance. This has been explained by low performers being both unskilled and unaware about their performance. However, Miller and Geraci Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(2), 502–506, (2011) found that low performing university students also assigned less confidence to their estimates (i.e., second-order judgments, SOJs), indicating some metacognitive awareness of their poor calibration. The current study examined whether the relationship between calibration accuracy and confidence in performance estimates is more general, and exists irrespective of performance level, not only for university students but also for secondary school students. We asked university students and secondary school students to estimate their exam grade after taking their exam, and to provide a second-order judgement). The results showed that for university students, poor calibration accuracy was indeed accompanied by low confidence scores, independent from performance level. For secondary school students however, calibration accuracy was unrelated to confidence scores, suggesting a less developed metacognitive awareness

Évaluation fonctionnelle et tomodensitométrique du positionnement et de la couverture osseuse de l'implant tibial dans les prothèses unicompartimentales de genou : faut-il préférer un plateau morphométrique à un plateau symétrique

Introduction : lors de la mise en place d’une prothèse unicompartimentale de genou médiale (PUC), le positionnement de l’implant tibial requiert un compromis entre taille et rotation de l’implant à cause du design des implants actuels. L’hypothèse est qu’un implant tibial morphométrique (ITM) améliore le positionnement de l’implant et les résultats fonctionnels comparé à un implant tibial symétrique (ITS).Méthodes : entre janvier 2016 et mars 2018, 105 patients opérés dans notre institution d’une PUC médiale ont été inclus, 53 dans le groupe ITS et 58 dans le groupe ITM. Les critères d’inclusion étaient arthrose fémoro-tibial interne symptomatique, ligament croisé antérieur fonctionnel, arthrose primaire ou ostéonécrose, suivi minimum de 1 an. La rotation, la couverture osseuse, le débord médial et postérieur de l’implant tibial étaient mesurés grâce à un scanner réalisé en post opératoire. L’International Knee Score (IKS), le Knee injury and Osteoarthritis Outcome Score short form (KOOS SF) et le score de qualité de vie EQ5D3L étaient récupéré à 1 an de suivi minimum.Résultats : les 2 groupes étaient comparables concernant les données démographiques et radiologiques pré opératoires. L’implant était significativement plus en rotation externe dans le groupe ITS (6,3±4,02° vs 4,6±3,59°, p=0,04) avec un débord médial et postérieur > 3mm significativement plus important (35% vs 0% and 22% vs 0%, p<0,0001). Les 2 groupes étaient comparables sur la couverture osseuse (97,3±11,35% pour le groupe ITS vs 95,3±10,89%, p=0.23). Les scores cliniques post opératoires étaient meilleurs dans le groupe ITM : IKS global 188,6±6,6 vs 175,2±31,7; KOOS SF 16,9±6,1 vs 22,5±11,8 ; EQ5D3L 1±0.1 vs 0,9±0.2 (p<0,05) sauf pour le score douleur de l’IKS. L’amélioration des scores cliniques étaient significativement meilleure dans le groupe ITM pour la flexion maximale du genou (différence moyenne (DM)=7,03 ; IC95% [0,42 - 13,63]), les scores douleur et genou de l’IKS (DM=6,23 ; IC95% [0,19 – 10,6] et DM =9,54 ; IC95% [1,79 – 15.81]) et le KOOS SF (MD=11,2 ; IC95%[5,28 – 17,08]). L’utilisation de l’ITM avait un effet positif et indépendant sur les scores IKS, KOOS SF et EQ5D3L après analyse multivariée.Conclusion : l’utilisation d’un implant tibial morphométrique dans les PUC médiales permet un meilleur positionnement en rotation sans débord médial ni postérieur avec de meilleurs résultats cliniques comparée aux implants tibiaux symétriques

Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy?

We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students’ learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students, −.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (−.38 for students, −.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students’ comprehension of six texts without knowing the students’ names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (−.10). These results suggest that monitoring intra-individual differences in students’ learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity

Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice

In higher education, many students make poor learning strategy decisions. This, in part, results from the counterintuitive nature of effective learning strategies: they enhance long-term learning but also cost high initial effort and appear to not improve learning (immediately). This mixed-method study investigated how students make learning strategy decisions in category learning, and whether students can be supported to make effective strategy decisions through a metacognitive prompt, designed to support accurate monitoring of effort and learning. Participants (N = 150) studied painting styles through blocked and interleaved practice, rated their perceived effort and perceived learning across time, and chose between either blocked or interleaved practice. Half of the participants (N = 74) were provided with a metacognitive prompt that showed them how their subjective experiences per strategy changed across time and required them to relate these experiences to the efficacy of learning strategies. Results indicated that subjective experiences with interleaved practice improved across time: students’ perceived learning increased as their perceived effort decreased. Mediation analysis revealed that the increased feeling of learning increased the likelihood to select interleaved practice. The percentage of students who chose interleaved practice increased from 13 to 40%. Students’ learning strategy decisions, however, did not benefit from the metacognitive prompt. Qualitative results revealed that students initially had inaccurate beliefs about the efficacy of learning strategies, but on-task experiences overrode the influence of prior beliefs in learning strategy decisions. This study suggests that repeated monitoring of effort and learning have the potential to improve the use of interleaved practice