Examination of Metacognitive Knowledge Used in Ease of Learning Judgment in Memory Tasks
ease of learning judgment
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.
Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science
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Departmental Bulletin Paper
Departmental Bulletin Papers
Graduate School of Education