Putting the Comprehension in Metacomprehension
Bibliographic Data
| ID | 10120809 |
|---|---|
| Authors | Jennifer Wiley (0009-0007-7846-7240, University of Illinois Chicago, corresponding author), Thomas D Griffin (0000-0001-5214-8507, University of Illinois Chicago), Keith W Thiede (0000-0002-2645-2967, University of Illinois Chicago) |
| Year | 2005 |
| Volume | 132 |
| Issue | 4 |
| Pages | 408-428 |
| Publication date | 2005-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.3200/genp.132.4.408-428 |
| OpenAlex | W2100599702 |
| Language | EN |
| Citations received | 25 |
| References cited | 40 |
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
Cognitive psychology · Comprehension · Linguistics · Reading (process · Reading comprehension · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Memory Processes and Influences · Psychology
Metacognition, Learning, and Instruction
Handbook of Self-Regulation of Learning and Performance
A conceptual framework to understand learning through formative assessments with student response systems
Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design
Benefits from sketching for improving comprehension monitoring from illustrated texts
Conceptual overlap among texts impedes comprehension monitoring
Metacognitive accuracy across cognitive and physical task domains
Testing effect in L2 discourse comprehension
Children's reading comprehension and metacomprehension on screen versus on paper
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes
Evaluating Sentence‐Bert ‐powered learning analytics for automated assessment of students' causal diagrams
Mind the Gap Between Comprehension and Metacomprehension
Effects of related decorative pictures on learning and metacognition
Accuracy of primary school children’s immediate and delayed judgments of learning about problem-solving tasks
Comprehending and Learning From Internet Sources
Biology Textbook Graphics and Their Impact on Expectations of Understanding
Reading an Analogy Can Cause the Illusion of Comprehension
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use
Confidence and knowledge calibrations after reading an introductory text on a complex topic
Metacomprehension Monitoring Accuracy
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy
How restudy decisions affect overall comprehension for seventh‐grade students
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Test expectancy affects metacomprehension accuracy
Metacognitive Awareness Inventory
Metacognition in Educational Theory and Practice
Causal thinking and the representation of narrative events
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
Constructing arguments from multiple sources
Measuring Self-Regulated Learning
Accuracy of metacognitive monitoring affects learning of texts.
Causal relatedness and importance of story events
Metamemory
Degree of causal relatedness and memory
Feedback and Self-Regulated Learning
When People's Judgments of Learning (JOLs) are Extremely Accurate at Predicting Subsequent Recall
Text comprehension, memory, and learning
The role of scenario mapping in text comprehension
Logical necessity and transitivity of causal relations in stories
Availability and Accessibility of Information and Causal Inferences From Scientific Text
Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions
Effects of Discourse Type on Recall
| Unique citing works | 25 |
|---|---|
| Citations per year | 1,47 |
| Citation span | 2009 - 2025 (17) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 25 |