Abstract
We showed that metacomprehension accuracy improved when participants (N = 87 college students) wrote summaries of texts prior to judging their comprehension; however, accuracy only improved when summaries were written after a delay, not when written immediately after reading. We evaluated two hypotheses proposed to account for this delayed-summarization effect (the accessibility hypothesis and the situation model hypothesis). The data suggest that participants based metacomprehension judgments more on the gist of texts when they generated summaries after a delay; whereas, they based judgments more on details when they generated summaries immediately after reading. Focusing on information relevant to the situation model of a text (the gist of a text) produced higher levels of metacomprehension accuracy, which is consistent with situation model hypothesis.
| Original language | American English |
|---|---|
| Pages (from-to) | 110-118 |
| Number of pages | 9 |
| Journal | Acta Psychologica |
| Volume | 128 |
| Issue number | 1 |
| DOIs | |
| State | Published - May 2008 |
Keywords
- Metacognition
- Metacomprehension
- Self-regulated learning
EGS Disciplines
- Curriculum and Instruction
- Teacher Education and Professional Development