Judgments of item difficulty by good and poor associative learners  

Oleh:

Kearney, Edmund M. ; Zechmeister, Eugene B.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The American Journal of Psychology vol. 102 no. 3 (1989), page 365.
Topik: Difficulty Judgement; Metacognitive skill; Associative Learner
Fulltext: 1423056.pdf (2.03MB)

Isi artikel

Ability to judge difficulty of to-be-learned items is a metacognitive skill assumed to be related to efficient study, as when learners decide how to allocate study time. The results of three experiments demonstrated that college students can accurately judge overall ease of learning word pairs shown to differ reliably in terms of learning difficulty, but which did not differ systematically in terms of salient item characteristics. Surprisingly, judgments of item difficulty made by good associative learners were only slightly, and not always reliably, more accurate than those made by poor associative learners. Decisions regarding the ease with which a particular word pair will be learned appear to reflect a fundamental capability of adult learners to recognize those item characteristics that are relevant to associative learning. This capability would appear to provide the basis for other im- portant metacognitive judgments, such as those involved in predicting later retrieval of items presented for study.

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