What Moderates the Accuracy of Ease of Learning Judgments?

Autor/inn/en	Jemstedt, Andreas; Kubik, Veit; Jönsson, Fredrik U.
Titel	What Moderates the Accuracy of Ease of Learning Judgments?
Quelle	In: Metacognition and Learning, 12 (2017) 3, S.337-355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-017-9172-3
Schlagwörter	Accuracy; Decision Making; Comparative Analysis; Correlation; Metacognition; Undergraduate Students; Psychology; Test Items; Prediction; Learning Processes; Recall (Psychology) + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Psychologie; Test content; Testaufgabe; Vorhersage; Learning process; Lernprozess; Abberufung
Abstract	When people begin to study new material, they may first judge how difficult it will be to learn. Surprisingly, these "ease of learning" (EOL) judgments have received little attention by metacognitive researchers so far. The aim of this study was to systematically investigate how well EOL judgments can predict actual learning, and what factors may moderate their relative accuracy. In three experiments, undergraduate psychology students made EOL judgments on, then studied, and were tested on, lists of word-pairs (e.g., sun-warm). In Experiment 1, the Goodman-Kruskal gamma (G) correlations showed that EOL judgments were accurate (G = 0.74) when items varied enough in difficulty to allow for proper discrimination between them, but were less accurate (G = 0.21) when variation was smaller. Furthermore, in Experiment 1 and 3, we showed that the relative accuracy was reliably higher when the EOL judgments were correlated with a binary criterion (i.e., if an item was recalled or not on a test), compared with a trials-to-learn criterion (i.e., how many study and test trials were needed to recall an item). In addition, Experiments 2 and 3 indicate other factors to be non-influential for EOL accuracy, such as the task used to measure the EOL judgments, and whether items were judged sequentially (i.e., one item at a time in isolation from the other items) or simultaneously (i.e., each item was judged while having access to all other items). To conclude, EOL judgments can be highly accurate (G = 0.74) and may thus be of strategic importance for learning. Further avenues for research are discussed. (As Provided).
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Update	2020/1/01