Utilization of Metacognitive Judgments in the Allocation of Study During Multitrial Learning
Thomas O. Nelson, John T. Dunlosky, Aurora Graf, Louis Narens · Psychological Science · 1994
We contrasted several ways that an individual's judgments of learning (JOLs) can be utilized when allocating additional study (“restudy”) during the learning of Swahili-English translation equivalents The findings demonstrate how metacognitive monitoring can be utilized to benefit multitrial learning Computer-controlled allocation of restudy based on people's JOLs was equivalent to most people's own allocation of restudy (indicating that the computer algorithm can provide a sufficient account of people's allocation of restudy) and was more effective than a computer-controlled allocation based on normative performance (indicating that people's metacognitive monitoring of idiosyncratic knowledge has functional utility in causal chains for learning)