Project Activities
The researchers will conduct a series of eight experiments designed to examine questions about the ability of third and fifth graders to: (1) make metacognitive judgments; (2) convert metacognitive knowledge into viable study choice strategies; (3) make optimal judgments about which items are likely to be easiest to learn and how studying items that they judge the easiest to learn or that are normed as easy to learn might enhance learning; and (4) make choices regarding spacing of practice based on their judgments of learning. In addition, researchers will examine how honoring or not honoring children's own metacognitive judgments may affect learning.
Structured Abstract
Setting
The schools are located in New York City.
Sample
Participants will be third and fifth graders from a public school in New York City, and undergraduates at Columbia University. The public school is diverse, with the majority of students from Hispanic, African American, and European American backgrounds. Columbia's student population is about two-thirds European American, with Hispanics and Asian Americans comprising the largest minority populations.
This project evaluates whether children in grades 3 and 5 can accurately monitor their own learning, and whether they can effectively regulate their own study behavior using metacognitive prompts. All of the experiments will be conducted within a shell, called the Columbia Dragon Master, a game-framing program devised by the researchers for use with at-risk middle-school children. The Dragon Master shell will use a gaming format to examine children's spontaneous use of metacognitive strategies to aid in the learning of classroom-relevant information and vocabulary (e.g., vocabulary terms used in children's science and social studies classes).
Research design and methods
A series of 8 multipart experiments will attempt to identify when children develop certain metacognitive skills. A within-participants experimental design will be used. Through these eight experiments, the researchers will: (a) test the metacognitive strategies used spontaneously by children and adults; (b) investigate the impact of children's own metacognition and control strategies on learning of grade-relevant information, vocabulary, and text; and (c) investigate the reasons for maladaptive strategies, that is, whether these are located in the metacognitive, the choice, or the perseverance components of the process.
Control condition
The college students provide a control, with metacognitive capabilities presumably fully developed.
Key measures
The key measure will be learning of material (e.g., vocabulary words, short texts), and the accuracy of students' own judgments of their learning, as measured in the Dragon Master computer game delivery format.
Data analytic strategy
Statistical analyses of the outcome data will use ANOVAs, planned comparisons, post hoc tests, and regression analyses.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
The products from this study include a better understanding of metacognitive processes in children and their relation to learning, and published reports.
Publications:
Book
Dunlosky, J., and Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage Publications, Inc.
Book chapter
Metcalfe, J., and Dunlosky, J. (2008). Metamemory. In H.L. Roediger, III (Ed.), Learning and Memory: A Comprehensive Reference (pp. 349-362). Oxford, UK: Elsevier.
Serra, M.J., and Metcalfe, J. (2008). Effective Implementation of Metacognition. In A. Graesser, D. Hacker, and J. Dunlosky (Eds.), Handbook of Metacognition and Education (pp. 295-317). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Journal article, monograph, or newsletter
Metcalfe, J., and Finn, B. (2011). People's Hypercorrection of High-Confidence Errors: Did They Know it all Along?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(2): 437-448.
Metcalfe, J., and Finn, B. (2012). Hypercorrection of High Confidence Errors in Children. Learning and Instruction, 22(4): 253-261.
Metcalfe, J., and Finn, B. (2013). Metacognition and Control of Study Choice in Children. Metacognition and Learning, 8(1): 19-46.
Metcalfe, J., and Kornell, N. (2007). Principles of Cognitive Science in Education: The Effects of Generation, Errors and Feedback. Psychonomic Bulletin and Review, 14(2): 225-229.
Metcalfe, J., Kornell, N., and Finn, B. (2009). Delayed Versus Immediate Feedback in Children's and Adults' Vocabulary Learning. Memory and Cognition, 37(8): 1077-1087.
Schwartz, B.L., and Metcalfe, J. (2011). Tip-Of-The-Tongue (TOT) States: Retrieval, Behavior, and Experience. Memory and Cognition, 39(5): 737-749.
Son, L. (2010). Metacognitive Control and the Spacing Effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 36(1): 255-262.
Son, L.K., and Simon, D.A. (2012). Distributed Learning: Data, Metacognition, and Educational Implications. Educational Psychology Review, 24(3): 379-399.
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