کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
918565 | 919495 | 2011 | 17 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Generating keywords improves metacomprehension and self-regulation in elementary and middle school children
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: Generating keywords improves metacomprehension and self-regulation in elementary and middle school children Generating keywords improves metacomprehension and self-regulation in elementary and middle school children](/preview/png/918565.png)
چکیده انگلیسی
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Experimental Child Psychology - Volume 109, Issue 3, July 2011, Pages 294–310
Journal: Journal of Experimental Child Psychology - Volume 109, Issue 3, July 2011, Pages 294–310
نویسندگان
Anique B.H. de Bruin, Keith W. Thiede, Gino Camp, Joshua Redford,