In order to improve the accuracy of predictive and postdictive judgments in preschool age, researchers examined the effect of performance feedback ( Destan, Spiess, de Bruin, van Loon, & Roebers, 2017 Lipowski, Merriman, & Dunlosky, 2013 Urban & Urban, 2018, 2020 van Loon, Destan, Spiess, de Bruin, & Roebers, 2017). Preschoolers are generally more accurate when making postdictions than when making predictions ( Pieschl, 2009). Preschool children already understand that their past performance should predict their future performance, but they are still overconfident in predicting performance on the new set of items ( Lipko-Speed, 2013). The ability to monitor performance in a task ( Nelson & Narens, 1994) improves from preschool age ( Bernard, Proust, & Clément, 2015 Destan, Hembacher, Ghetti, & Roebers, 2014 Lyons & Ghetti, 2011, 2013 Roebers, 2014 Schneider & Lockl, 2008). When we monitor our actions accurately, our predictions and postdictions match the actual performance and we can regulate our activities effectively ( Dunlosky & Rawson, 2012 Roebers & Spiess, 2017). In other words, before we start performing a task we make predictive judgments about our future performance and during or after the task, we make postdictive judgments about the outcomes ( Schraw, 2009 Winne, 2011). When planning future steps, we have to predict whether we will be able to solve problems when evaluating, we have to ask ourselves whether the steps we chose enabled us to achieve our goals ( Winne & Hadwin, 1998 Zimmerman & Schunk, 2011). Metacognitive monitoring plays an important role in human learning in areas ranging from memory and perception to reading and problem solving ( Flavell, 1979 Kuhn, 2000) and it is essential in planning and evaluation of our actions ( Panadero, 2017).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |