Solving problems in educational settings, as in daily-life scenarios, involves constantly assessing one's own confidence in each considered solution. Metacognitive research has exposed cues that may bias confidence judgments (e.g., familiarity with question terms). Typically, metacognitive research methodologies require examining misleading cues…

When responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking…

It is well established in educational research that metacognitive monitoring of performance assessed by self-reports, for instance, asking students to report their confidence in provided answers, is based on heuristic cues rather than on actual success in the task. Subjective self-reports are also used in educational research on cognitive load,…

Going beyond the origins of cognitive biases, which have been the focus of continued research, the notion of metacognitive myopia refers to the failure to monitor, control, and correct for biased inferences at the metacognitive level. Judgments often follow the given information uncritically, even when it is easy to find out or explicitly…

Meta-reasoning refers to processes by which people monitor problem-solving activities and regulate effort investment. Solving is hypothesized to begin with an initial Judgment of Solvability (iJOS)--the solver's first impression as to whether the problem is solvable--which guides solving attempts. Meta-reasoning research has largely neglected…

Screen inferiority in performance and metacognitive processes has been repeatedly found with text learning. Common explanations for screen inferiority relate to technological and physiological disadvantages associated with extensive reading on screen. However, recent studies point to lesser recruitment of mental effort on screen than on paper.…

Background: Previous studies have suggested that when reading texts, lower achievers are more sensitive than their stronger counterparts to surface-level cues, such as graphic illustrations, and that even when uninformative, such concrete supplements tend to raise the text's subjective comprehensibility. Aims: We examined how being led astray…

A previous study with adults [Koriat, A. (2008a). "Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition." "Memory & Cognition," 36, 416-428] established a correlation between learning and remembering: items requiring more trials to acquisition (TTA) were less likely to be recalled than those…

Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a "Metacognitive Learning Regulation…

Recent work on metacognition indicates that monitoring is sometimes based itself on the feedback from control operations. Evidence for this pattern has not only been shown in adults but also in elementary schoolchildren. To explore whether this finding can be generalized to a wide range of age groups, 160 participants from first to eighth grade…

Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial "decreased" with the amount of time…

When answering questions from memory, respondents strategically control the precision or coarseness of their answers. This grain control process is guided by 2 countervailing aims: to be informative and to be correct. Previously, M. Goldsmith, A. Koriat, and A. Weinberg Eliezer (2002) proposed a "satisficing model" in which respondents…