Summarizing can improve metacomprehension accuracy

By Keith Thiede, Mary C. M. Anderson. 2003

254 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/834bf2391163ec278808914c2203b876756b00db

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Metacomprehension A Brief History and How to Improve Its Accuracy (2007, background): “In two experiments, Thiede and Anderson (2003) had college students read multiple texts covering a variety of topics.”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “A fundamental question alluded to earlier is whether a confidence judgment made after the learning processes has ended, such as JOL, is the same as a cognitive evaluation made within the process, as described by Winne and Hadwin’s (1998) model.”
Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, background): “Effective cue prompts when learning texts are generating keywords (Thiede et al., 2003), providing summaries (Thiede & Anderson, 2003), and completing empty diagrams of the texts (Van Loon et al., 2014) prior to monitoring learning of the texts.”
Improving self-monitoring and self-regulation: From cognitive psychology to the classroom (2012, background): “Cue activation techniques that have proven to be successful in adults are providing a summary (Thiede & Anderson, 2003), or generating keywords (Thiede et al., 2003).”
Effective Implementation of Metacognition (2009, unknown): “the materials (e.g., Thiede & Anderson, 2003 ), which is what seems to have been lacking in this”
Putting the Comprehension in Metacomprehension (2005, unknown): “…in a large portion of the studies in this literature (Glenberg et al., 1987; Lin, Moore, & Zabrucky, 2001; Lin, Zabrucky, & Moore, 1997; Magliano et al., 1993; Maki & Serra, 1992a, 1992b; Morris, 1990; Rawson, Dunlosky, & McDonald, 2002; Rawson et al., 2000; Thiede & Anderson, 2003; Weaver, 1990).”
Do illustrations help or harm metacomprehension accuracy (2014, methodology): “For example, readers have been shown to be more accurate when they generate keywords or summaries after a delay (Thiede & Anderson, 2003; Thiede et al., 2003).”
Flawed Self-Assessment (2004, unknown): “Thiede and Anderson (2003) discovered that asking students to summarize a passage they had recently read led to more accurate self-assessments of learning—but only 88 Volume 5—Number 3 Flawed Self-Assessment ( B W U S PSP I 18 .”
Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study (2010, background): “…Omanson, & Perfetti, 1983; Spires & Donley, 1998); organization of information: story structure, summarizing information, and graphic organizers (Thiede & Anderson, 2003); detailed text analysis: asking and answering questions (Rosenshine, Meister, & Chapman, 1996); and comprehension…”
Accuracy of metacognitive monitoring affects learning of texts. (2003, background): “On the basis of recent work by Thiede and Anderson (2003) , who showed that summarizing texts improved monitoring accuracy, we created differences in monitoring accuracy by instructing participants to generate a list of keywords that captured the essence of a text prior to rating comprehension.”
Metacognitive Monitoring During and After Reading (2009, unknown): “metacomprehension accuracy (Anderson & Thiede, 2008; Thiede & Anderson, 2003; Thiede et”
Eight Ways to Promote Generative Learning (2016, background): “More recent research on summarizing indicates that writing summaries may also provide students with metacognitive benefits, helping them better assess their own level of comprehension (Anderson and Thiede 2008; Thiede and Anderson 2003).”
Using strategy instruction and confidence judgments to improve metacognitive monitoring (2009, background): “Thiede and his colleagues (Rawson et al. 2000; Thiede and Anderson 2003; Thiede et al. 2003) have found that strategies such as rereading, summarizing, and generating keywords can improve monitoring accuracy for adults in laboratory settings particularly when the judgments are delayed.”