You are here:

Learning and Instruction

August 2012 Volume 22, Number 4

Search this issue

Table of Contents

Number of articles: 6

  1. Hypercorrection of high confidence errors in children

    Janet Metcalfe & Bridgid Finn

    Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors... More

    pp. 253-261

    View Abstract
  2. Concept mapping improves metacomprehension accuracy among 7th graders

    Joshua S. Redford, Keith W. Thiede, Jennifer Wiley & Thomas D. Griffin

    Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally ... More

    pp. 262-270

    View Abstract
  3. Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention

    John Dunlosky & Katherine A. Rawson

    The function of accurately monitoring one’s own learning is to support effective control of study that enhances learning. Although this link between monitoring accuracy and learning is intuitively ... More

    pp. 271-280

    View Abstract
  4. Is adaptation to task complexity really beneficial for performance?

    Stephanie Pieschl, Elmar Stahl, Tom Murray & Rainer Bromme

    Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university... More

    pp. 281-289

    View Abstract
  5. Commentary: How readily can findings from basic cognitive psychology research be applied in the classroom?

    Anastasia Efklides

    The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase... More

    pp. 290-295

    View Abstract
  6. The relationships between monitoring, regulation and performance

    Asher Koriat

    The articles in this Special Issue reflect the growing interest in applying laboratory-based research to educational settings. These articles highlight the contribution of metacognitive monitoring ... More

    pp. 296-298

    View Abstract