Metacognitive Judgments of Improvement are Uncorrelated with Learning Rate.

Abstract

Being able to assess one’s own learning rate is essential for optimal learning. Can students accurately assess their learning rate, and is the timing of judgments of improvement important? In this experiment, students were to estimate their learning rate on each trial, either before the trial, or immediately after. If students typically make these judgments before embarking on further study, accuracy might be greater in the predictive judgment condition. No evidence was found that students could accurately judge improvement, in either condition. Implications for models of self regulated learning are discussed in light of these findings.


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