Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging...

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Bibliographic Details
Published in:Journal of experimental child psychology 2011-07, Vol.109 (3), p.294-310
Main Authors: de Bruin, Anique B.H., Thiede, Keith W., Camp, Gino, Redford, Joshua
Format: Article
Language:English
Subjects:
Adolescent
Adults
Age Factors
Biological and medical sciences
Child
Child Development
Children & youth
Cognition
Comparative Analysis
Comprehension
Development
Developmental psychology
Educational Measurement
Elementary School Students
Experimental psychology
Experiments
Female
Fundamental and applied biological sciences. Psychology
Humans
Information Retrieval
Intervention
Keyword generation
Language
Learning
Male
Mental Recall
Metacognition
Metacomprehension accuracy
Middle School Students
Neuropsychological Tests
Production and perception of written language
Psychology, Child
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Self regulation
Situation model
Social Control, Informal
Telecommunications
Text comprehension
Verbal Learning
Written Language
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Summary:The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
ISSN:0022-0965
1096-0457
DOI:10.1016/j.jecp.2011.02.005