When Confidence Is Not a Signal of Knowing: How Students' Experiences and Beliefs about Processing Fluency Can Lead to Miscalibrated Confidence

Autor/inn/en	Finn, Bridgid; Tauber, Sarah K.
Titel	When Confidence Is Not a Signal of Knowing: How Students' Experiences and Beliefs about Processing Fluency Can Lead to Miscalibrated Confidence
Quelle	In: Educational Psychology Review, 27 (2015) 4, S.567-586 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9313-7
Schlagwörter	Cognitive Processes; Learning Processes; Accuracy; Metacognition; Epistemology; Beliefs; Self Concept; Cognitive Psychology; Social Psychology; Intelligence; Theories; Cues; Student Attitudes + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Belief; Glaube; Selbstkonzept; Kognitive Psychologie; Sozialpsychologie; Intelligenz; Klugheit; Theory; Theorie; Stichwort; Schülerverhalten
Abstract	When students monitor the effectiveness of their learning and accuracy of their memories, the presence or absence of specific content knowledge is not the only information that guides their evaluations. Equally important are the metacognitive experiences, subjective feelings, and epistemological beliefs that inform and accompany learning and remembering and guide achievement-related behavior. Students use a variety of cues (e.g., Koriat "Journal of Experimental Psychology: General," 126, 349-370, 1997), including experiences of and beliefs about processing fluency to determine confidence in their knowledge. This article addresses why some illusions of knowing that arise while learning and remembering are so pervasive. We draw on converging research from social and cognitive psychology to discuss the allure of processing fluency and influence of metacognitive beliefs on assessments of confidence. We include a discussion of research on the interaction of naïve theories of intelligence with perceptions of processing fluency. Finally, we provide a number of suggestions to mitigate mistakes of confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01