Interactive Effects of Text and Task Characteristics on Active Cognition, Metacognition, and Learning Outcomes

• In Event: Poster Session 19
  In Poster Session: Cognitive Processes and Self-Regulated Learning

Abstract

The present study aimed to investigate interactive effects of text and task characteristics on learning outcomes in a text-based learning task. The results revealed interactive effects of text characteristics known to influence cognitive text representations, and task characteristics known to influence metacognitive processes. The interaction of variables assumed to separately influence cognitive and metacognitive processing indicates a closer link between active cognition and metacognition than many current theoretical models suggest. Thus, the findings of the study provide evidence for a more integrative perspective on cognition and metacognition and reveal new insights in learning processes.

Authors

• Marie Lippmann, Dresden University of Technology

• Neil H. Schwartz, California State University - Chico

• Susanne Narciss, Technical University of Dresden

• Robert William Danielson, University of Southern California

• David Sarmento, California State University - Chico