Ecological and person-oriented aspects of metacognitive processes in test-taking.

By Sabina Kleitman, L. Stankov. 2001

112 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/46f7827f1c4616e388c4aa69aa306b5771ec7bc6

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In Artificial Intelligence

In Experimental and Cognitive Psychology

Citations in the corpus

CONFIDENCE AND COGNITIVE TEST PERFORMANCE (2007, methodology): “Fourth, reading 2 shows a very high bias score in the present data.5 Previous studies indicate that bias scores greater than 10% should be considered substatnial (Kleitman & Stankov, 2001; Stankov & Crawford, 1996, 1997).”
Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance (2014, background): “…boredom), this way impacting onmetacognitive experiences, control processes (e.g., investingmore effort in retrieving information, termination of memory search, revising answers), but also on learning or test outcomes (Efklides, 2006, 2008; Kleitman & Stankov, 2001; Zimmerman & Moylan, 2009).”
Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course (2011, background): “That is, people believe their responses to test questions are more accurate than the responses actually are (Kleitman & Stankov, 2001; Liberman & Tversky, 1993; Lundeberg, Fox, Brown, & Elbedour, 2000; Lundeberg & Mohan, 2009).”
Linguistic calibration through metacognition: aligning dialogue agent responses with expected correctness (2020, background): “It has been well-established in psychology research that humans tend to be overconﬁdent—in other words, are poorly calibrated —when completing general knowledge tasks (Juslin, 1994; Kleitman and Stankov, 2001; Stankov and Craw-ford, 1996; Stankov, 1998).”
Self-confidence and metacognitive processes (2007, methodology): “The descriptive statistics and reliability estimates presented in Table 1 are consistent with previous findings with similar cognitive tests (e.g., Kleitman & Stankov, 2001a,b; Pallier et al., 2002; Stankov, 2000).”
Gender Differences in the Self-Assessment of Accuracy on Cognitive Tasks (2003, methodology): “For example, Schraw, Stankov, and their respective colleagues have found that confidence ratings assigned to measures of cognitive ability correlate more highly among themselves than do accuracy scores from the same test batteries (Crawford & Stankov, 1996a, 1996b; Kleitman & Stankov, 2001; Schraw”