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ID 41659
file
title alternative
Examination of Metacognitive Knowledge Used in Ease of Learning Judgment in Memory Tasks
creator
Yamane, Takashi
subject
metamemory
ease of learning judgment
metacognitive knowledge
monitoring
learning process
メタ記憶
学習容易性判断
メタ認知的知識
モニタリング
学習過程
NDC
Psychology
abstract
In this study, we investigated metacognitive knowledge used in the ease of learning (EOL) judgments involved in monitoring activity before learning items in memory task. Participants evaluated EOL of stimuli that were selected on the basis of their number of mora, frequency of use, and familiarity. Participants also performed three judgments of the cues used for evaluation of EOL: familiarity judgment, notation familiarity judgment, and concreteness judgment. Hierarchical multiple regression analysis suggested that each feature of items predicted the evaluation value of the EOL judgment. However, adding the evaluation value of the judgment of features in the next step of the analysis decreased the predictive power of the item’s features, while the evaluation value of the judgment strongly predicted the EOL judgment. This result suggests that feature of items are utilized in EOL judgment through metacognitive knowledge about the effect of these features on memory. In addition, comparison of the path coefficients of each judgment revealed a weighting of the use of metacognitive knowledge.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science
issue
Issue 65
start page
149
end page
156
date of issued
2016-12-22
publisher
広島大学大学院教育学研究科
issn
1346-5562
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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