Test Predictions Over Text Material

Abstract

An important aspect of learning in educational settings is deciding when studied material is known. Students must constantly make decisions about their learning of material to decide whether to continue to study the material, to return later to study, or to cease studying because the material is known adequately. I refer to the process of monitoring learning from text as metacomprehension. This chapter focuses on methods of studying metacomprehension that are close to what actually occurs in education. After reading error-free text, students need to make judgments about how well they have learned material and how well they will do on a test. Research using paradigms involving such predictions by older students who are presumably mature readers is the domain of this chapter. Unless otherwise noted, the participants in the studies to be reported were college students, so the theoretical domain concerns metacomprehension of relatively advanced readers. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (chapter) TS - RIS