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Overconfidence Produces Underachievement: Inaccurate Self Evaluations Undermine Students' Learning and Retention
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Dunlosky, John; Rawson, Katherine A. – Learning and Instruction, 2012
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 plausible and is assumed by general theories of self-regulated learning, it has not received a great deal of empirical scrutiny and no study to date has…
Descriptors: Definitions, Memory, Underachievement, Metacognition
From Guided to Self-Regulated Performance of Domain-General Skills: The Role of Peer Monitoring during the Fading of Instructional Scripts
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Wecker, Christof; Fischer, Frank – Learning and Instruction, 2011
The fading of instructional scripts can be regarded as necessary for allowing learners to take over control of their cognitive activities during the acquisition of skills such as argumentation. There is, however, the danger that learners might relapse into novice strategies after script prompts are faded. One possible solution could be monitoring…
Descriptors: Educational Experiments, Learning Strategies, Learning Processes, Peer Relationship
A Closer Look at Split Visual Attention in System- and Self-Paced Instruction in Multimedia Learning
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Schmidt-Weigand, Florian; Kohnert, Alfred; Glowalla, Ulrich – Learning and Instruction, 2010
Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N=90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N=31). In both experiments the text modality was…
Descriptors: Eye Movements, Attention, Memory, Multimedia Instruction
Informal Workplace Learning: An Exploration of Age Differences in Learning Competence
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Schulz, Melanie; Rosznagel, Christian Stamov – Learning and Instruction, 2010
Informal learning is becoming a standard format in companies' training and development (T&D) activities. It requires a specific learning competence comprising cognitive, metacognitive, and motivational dimensions. In the present study, it was investigated whether learning-competence variables predict success in informal learning. Given the…
Descriptors: Informal Education, Self Efficacy, Age Differences, Business
Living and Dormant Collective Memories as Contexts of History Learning
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Goldberg, Tsafrir; Schwarz, Baruch B.; Porat, Dan – Learning and Instruction, 2008
This article investigates the effect of the vitality of historical issues in collective memory on students' history learning processes and products. Forty 12th grade students of different ethnic background participated in two historical problem-solving learning tasks. The historical issues were found to differ in their vitality in collective…
Descriptors: Ethnicity, Memory, Learning Processes, Grade 12
Multimedia Learning: Working Memory and the Learning of Word and Picture Diagrams
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Dutke, Stephan; Rinck, Mike – Learning and Instruction, 2006
From the cognitive model of multimedia learning proposed by [Schnotz, W., & Barnett, M. (2003). Construction and interference in learning from multiple representation. "Learning and Instruction, 13", 141-156], two hypotheses regarding the learning of spatial arrangements of objects were derived: the integration hypothesis and the multiple source…
Descriptors: Multimedia Instruction, Memory, Spatial Ability, Experiments