Effects of Text Titles and the Timing of Keywording Tasks on Metacognitive Monitoring

Publikation: Beitrag in Buch/Konferenzbericht/Sammelband/GutachtenBeitrag in KonferenzbandBeigetragenBegutachtung

Beitragende

Abstract

Successful learning from text takes place when the cognitive demands of the learning task - i.e. the comprehension and retention of text material - and the metacognitive demands of the learning task - i.e. the accurate assessment of one's own learning process-are met. The present study was designed to investigate text titles - a factor known to affect cognitive learning processes- as well as the timing of keywording tasks - a factor known to affect metacognitive processes - and their effects on metacognitive monitoring and learning outcomes. The results of the study showed that both factors affected learning on the cognitive as well as the metacognitive level.

Details

OriginalspracheEnglisch
Titel35th Annual Meeting of the Cognitive Science Society (CogSci 2013)
Redakteure/-innenMarkus Knauff, Natalie Sebanz, Michael Pauen, Ipke Wachsmuth
Herausgeber (Verlag)The Cognitive Science Society
Seiten2914-2919
Seitenumfang6
ISBN (elektronisch)9780976831891
PublikationsstatusVeröffentlicht - 2013
Peer-Review-StatusJa

Publikationsreihe

Reihe2013 35th Annual Meeting of the Cognitive Science Society - Cooperative Minds: Social Interaction and Group Dynamics (CogSci)

(Fach-)Tagung

Titel35th Annual Meeting of the Cognitive Science Society
UntertitelCooperative Minds: Social Interaction and Group Dynamics
KurztitelCogSci 2013
Veranstaltungsnummer35
Dauer31 Juli - 3 August 2013
Webseite
BekanntheitsgradInternationale Veranstaltung
StadtBerlin
LandDeutschland

Externe IDs

ORCID /0000-0002-4280-6534/work/142251680

Schlagworte

Schlagwörter

  • metacognition, Text-based learning