Picture this! Effects of photographs,diagrams, animations,and sketching on learning and beliefs about learning from a geoscience text

Many studies have demonstrated that illustrating expository science texts with images that are interesting, but irrelevant for understanding the causal relations underlying scientific phenomena, can cause seduction effects, which can reduce understanding from text. The term “seduction effects” refers to the influence that images are thought to have on readers, seducing them away from deeply processing important information. The present study explores whether images relevant for instructional goals may also show some seduction effects. In this study, the presence of photographic images negatively impacted understanding compared with the presence of relevant animations or instructing students to sketch a drawing during reading. However, the results showed that both photographic images and relevant animations could lead to illusions of understanding, whereas sketching did not. The results suggest that even images that are relevant for instructional goals may sometimes result in seduction effects that deceive readers when judging their own understanding.     

理解评估与成绩预测：两种不同的元理解监测形式

探讨理解评估与成绩预测与各种强化元理解监测线索的认知任务的关系。结果发现,理解评估与成绩预测的判断值偏离标准测验成绩的程度受监测线索强化方式的调节;主动强化监测线索比被动强化更能提高理解评估和成绩预测的精确性;精确的理解评估或成绩预测所需的线索不同,利用同一线索评估理解或预测成绩,其精确性也不同。这一结果挑战了元理解监测的一维观,表明理解评估与成绩预测涵盖了元理解监测不同方面的心理特征     

Effects of Accuracy Motivation and Anchoring on Metacomprehension Judgment and Accuracy

The current research investigates how accuracy motivation impacts anchoring and adjustment in metacomprehension judgment and how accuracy motivation and anchoring affect metacomprehension accuracy. Participants were randomly assigned to one of six conditions produced by the between-subjects factorial design involving accuracy motivation (incentive or no) and peer performance anchor (95%, 55%, or no). Two studies showed that accuracy motivation did not impact anchoring bias, but the adjustment-from-anchor process occurred. Accuracy incentive increased anchor-judgment gap for the 95% anchor but not for the 55% anchor, which induced less certainty about the direction of adjustment. The findings offer support to the integrative theory of anchoring. Additionally, the two studies revealed a “power struggle” between accuracy motivation and anchoring in influencing metacomprehension accuracy. Accuracy motivation could improve metacomprehension accuracy in spite of anchoring effect, but if anchoring effect is too strong, it could overpower the motivation effect. The implications of the findings were discussed.     

Happy but overconfident: positive affect leads to inaccurate metacomprehension

When learning from text, it is important that learners not only comprehend the information provided but also accurately monitor and judge their comprehension, which is known as metacomprehension accuracy. To investigate the role of a learner’s affective state for text comprehension and metacomprehension accuracy, we conducted an experiment with N?=?103 university students in whom we induced positive, negative, or neutral affect. Positive affect resulted in poorer text comprehension than neutral affect. Positive affect also led to overconfident predictions, whereas negative and neutral affect were both associated with quite accurate predictions. Independent of affect, postdictions were rather underconfident. The results suggest that positive affect bears processing disadvantages for achieving deep comprehension and adequate prediction accuracy. Given that postdictions were more accurate, practice tests might represent an effective instructional method to help learners in a positive affective state to accurately judge their text comprehension.     

元理解监控的精确性及其延迟关键词效应

元理解监控的精确性是指元理解判断与标准测验间的一致程度,通常用二者的Gamma系数作为其指标。梳理近20年元理解监控的研究发现个体元理解监控的精确性并没有想象的那么高。读完文章后延迟写出关键词可以显著提高元理解监控的精确性,这被称为元理解监控的延迟关键词效应,时间上的延迟与延迟时间内主动的认知加工是这一效应得以发生的机制。最后,在分析批评已有研究的基础上提出扩展的元理解监控延迟效应假设     

读者的元理解监测为什么不精确？

精确的元理解监测对随后的元理解控制和阅读理解有重要作用,但是,通常情况下,读者的元理解监测并不精确。回顾20余年的元理解监测研究,发现元理解监测的精确性主要受制于阅读材料特征、监测线索与标准测验特征等因素。未来研究应注意元理解监测的判断形式、监测线索及评价标准对元理解监测精确性的交互关联影响。     

Index to Volume 125

The purpose of the present study was to integrate some current theories of text comprehension with the body of work on metacomprehension, and especially the calibration of comprehension monitoring. This article explores some important methodological and conceptual issues, inspired by current theories in the text comprehension literature, which suggest that the nature of the texts used for metacomprehension studies may be a critical, and currently unrecognized, factor that should be considered. First, we need to re-examine what we mean by "comprehension," and how we should measure it. There are important differences between memory for text and comprehension of text that need to be considered. Second, to fully deal with these concerns, we need to pay more attention to the kinds of expository text that are being used, the different ways in which readers may understand these texts, and how readers may interpret the concept of "understanding" as they make their judgments.     

阅读中的元理解监测与元理解调控

采用“阅读－关键词处理－元理解监测－测验1－选择文章重读－测验2”的流程, 探讨元理解监测对元理解调控与阅读理解成绩的影响。结果显示, 延迟写关键词相对于即时写和不写关键词更利于监测精 确性的提高; 延迟关键词组借助精确的监测能做出有效的元理解调控, 选出测验1中得分低的文章重读, 并在测验2中有较好表现, 而其他两组只能选出其认为难的、而非得分低的文章重读, 在测验2中表现不 佳。元理解监测的精确性影响元理解调控的有效性, 进而影响阅读理解成绩。