Text Similarity as a Source of Comprehension Monitoring Difficulty (Poster 44)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Cognitive and Motivational Processes: Poster Session Five

Abstract

Although accurate monitoring is critical for effective self-regulated learning, many learners struggle to accurately discriminate their comprehension of texts. While laboratory studies have generally found low levels of relative metacomprehension accuracy, even lower accuracy levels have been reported using course-related readings (Guerrero et al., 2021; Wiley et al., 2016). The present study tested whether the high conceptual overlap between course-related readings might provide an explanation for strikingly low levels of accuracy. In a between-subjects design, two text sets that varied conceptual overlap were compared, the set with greater similarity among topics demonstrated worse comprehension monitoring accuracy.

Authors

• Lena Hildenbrand, University of Illinois at Chicago
  Presenting Author

• Thomas D. Griffin, University of Illinois at Chicago
  Non-Presenting Author

• Jennifer Wiley, University of Illinois at Chicago
  Non-Presenting Author