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

Research output: Contribution to book/conference proceedings/anthology/reportConference contributionContributedpeer-review

Contributors

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

Original languageEnglish
Title of host publication35th Annual Meeting of the Cognitive Science Society (CogSci 2013)
EditorsMarkus Knauff, Natalie Sebanz, Michael Pauen, Ipke Wachsmuth
PublisherThe Cognitive Science Society
Pages2914-2919
Number of pages6
ISBN (electronic)9780976831891
Publication statusPublished - 2013
Peer-reviewedYes

Publication series

Series2013 35th Annual Meeting of the Cognitive Science Society - Cooperative Minds: Social Interaction and Group Dynamics (CogSci)

Symposium

Title35th Annual Meeting of the Cognitive Science Society
SubtitleCooperative Minds: Social Interaction and Group Dynamics
Abbreviated titleCogSci 2013
Conference number35
Duration31 July - 3 August 2013
Website
Degree of recognitionInternational event
CityBerlin
CountryGermany

External IDs

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

Keywords

Keywords

  • metacognition, Text-based learning