Judgments of learning and improvement

Can learners accurately judge the rate of their learning? Rates of learning may be informative when study time is allocated across materials, and students' judgments of their learning rate have been proposed as a possible metacognitive tool. Participants estimated how much they improved between presentations in multitrial learning situations in which n-gram paragraphs (in Experiments 1 and 2) or word pairs (Experiments 3 and 4) were learned . In the first experiment, participants rated improvement on a percentage scale, whereas on the second and third, judgments were given on a 0–6 scale. Experiment 4 used both a percentage scale and an absolute number scale. The main result was that judgments of improvement were poorly correlated with actual improvement and, in one case, were negatively correlated. Although judgments of improvement were correlated with changes in judgments of learning, they were not reliable indicators of actual improvement. Implications are discussed for theoretical work on metacognition

Feeling of knowing and restudy choices

Feeling-of-knowing judgments (FOK-Js) reflect people’s confidence that they would be able to recognize a currently unrecallable item. Although much research has been devoted to the factors determining the magnitude and accuracy of FOK-Js, much less work has addressed the issue of whether FOK-Js are related to any form of metacognitive control over memory processes. In the present study, we tested the hypothesis that FOK-Js are related to participants’ choices of which unrecallable items should be restudied. In three experiments, we showed that participants tend to choose for restudy items with high FOK-Js, both when they are explicitly asked to choose for restudy items that can be mastered in the restudy session (Exps. 1a and 2) and when such specific instructions are omitted (Exp. 1b). The study further demonstrated that increasing FOK-Js via priming cues affects restudy choices, even though it does not affect recall directly. Finally, Experiment 2 showed the strategy of restudying unrecalled items with high FOK-Js to be adaptive, because the efficacy of restudy is greater for these items than for items with low FOK-Js. Altogether, the present findings underscore an important role of FOK-Js for the metacognitive control of study operations

Weighing up Exercises on Phrasal Verbs: Retrieval Versus Trial-And-Error Practices

EFL textbooks and internet resources exhibit various formats and implementations of exercises on phrasal verbs. The experimental study reported here examines whether some of these might be more effective than others. EFL learners at a university in Japan were randomly assigned to four treatment groups. Two groups were presented first with phrasal verbs and their meaning before they were prompted to retrieve the particles from memory. The difference between these two retrieval groups was that one group studied and then retrieved items one at a time, while the other group studied and retrieved them in sets. The two other groups received the exercises as trial-and-error events, where participants were prompted to guess the particles and were subsequently provided with the correct response. One group was given immediate feedback on each item, while the other group tackled sets of 14 items before receiving feedback. The effectiveness of these exercise implementations was compared through an immediate and a 1-week delayed post-test. The best test scores were obtained when the exercises had served the purpose of retrieval, although this advantage shrank in the delayed test (where scores were poor regardless of treatment condition). On average 70% of the post-test errors produced by the learners who had tackled the exercises by trial-and-error were duplicates of incorrect responses they had supplied at the exercise stage, which indicates that corrective feedback was often ineffective

Design and Development of a Web Extension to Help Facilitate the Learning of a Foreign Language

Learning a foreign language is a time consuming task that requires perseverance, commitment and hard work. The time required to learn a foreign language can range from hundreds to thousands of hours, depending on the language being learnt and the native language of the learner. Two major barriers to learning a language are lack of motivation and time. Spending increasing amounts of time online also has a detrimental effect on learning a language. The global digital language learning industry is growing and the market has more than doubled in size in the last decade due to the world becoming increasingly interconnected. There is a need to provide users with a web browser extension that is both interactive and continuous for learning a language. This paper presents the design and development of a web browser extension that will help facilitate the learning of foreign languages. The web extension overrides the default content when either a new tab or window is opened with interactive language learning material. The web extension is compatible with the desktop version of the Chrome web browser. Each time a new tab or window is opened, a range of language learning material are presented at random, which can be read, understood and completed in 30 seconds or less with immediate feedback. Overriding the web browser’s functionality ensures the user is exposed to language learning material

Judgments of learning index relative confidence, not subjective probability

The underconfidence-with-practice (UWP) effect is a common finding in calibration studies concerned with judgments of learning (JOLs) elicited on a percentage scale. The UWP pattern is present when, in a procedure consisting of multiple study-test cycles, mean scale JOLs underestimate mean recall performance on cycle 2 and beyond. Although this pattern is present both for items recalled and unrecalled on the preceding cycle, to date research has concentrated mostly on the sources of UWP for the latter type of items. The present study aimed at bridging this gap. In three experiments, we examined calibration on the third of three cycles. The results of Experiment 1 demonstrated the typical pattern of higher recall and scale JOLs for previously recalled items compared to unrecalled ones. More important, they also revealed that even though the UWP effect was found for both items previously recalled once and twice, its magnitude was greater for the former class of items. Experiments 2 and 3, which employed a binary betting task and a binary 0/100% JOL task, respectively, demonstrated that people can accurately predict future recall for previously recalled items with binary decisions. In both experiments, the UWP effect was absent both for items recalled once and twice. We suggest that the sensitivity of scale JOLs, but not binary judgments, to the number of previous recall successes strengthens the claim of Hanczakowski, Zawadzka, Pasek, and Higham (2013) that scale JOLs reflect confidence in, rather than the subjective probability of, future recall

The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study.

BACKGROUND: Formative testing can increase knowledge retention but students often underuse available opportunities. Applying modern technology to make the formative tests more attractive for students could enhance the implementation of formative testing as a learning tool. This study aimed to determine whether formative testing using an internet-based application ("app") can positively affect study behaviour as well as study performance of (bio)medical students. METHODS: A formative testing app "Physiomics, to the next level" was introduced during a 4-week course to a large cohort (n = 461) of Dutch first year (bio)medical students of the Radboud University. The app invited students to complete 7 formative tests throughout the course. Each module was available for 3-4 days to stimulate the students to distribute their study activities throughout the 4-week course. RESULTS: 72% of the students used the app during the course. Study time significantly increased in intensive users (p < 0.001), while no changes were observed in moderate (p = 0.07) and non-users (p = 0.25). App-users obtained significantly higher grades during the final exam of the course (p < 0.05). Non-users more frequently failed their final exam (34%, OR 3.6, 95% CI: 2.0-6.4) compared to moderate users (19%) and intensive users (12%). Students with an average grade <6.5 during previous courses benefitted most from the app, as intensive (5.8 ± 0.9 / 36%) and moderate users (5.8 ± 0.9 / 33%) obtained higher grades and failed their exam less frequently compared to non-users (5.2 ± 1.1 / 61%). The app was also well appreciated by students; students scored the app with a grade of 7.3 ± 1.0 out of 10 and 59% of the students indicated that they would like the app to be implemented in future courses. CONCLUSIONS: A smartphone-based application of formative testing is an effective and attractive intervention to stimulate study behaviour and improve study performance in (bio) medical students

Teaching the science of learning

The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this Tutorial Review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies