Global judgments of learning correlate moderately-to-strongly with final test performance in both individual and paired conditions¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2027: tool and model accuracy changes quickly

Subclaims¶

q3 i3 In Experiment 1, gJOLs correlated with final test performance at r = .59 for Individual learners and r = .60 for Paired learners. → Imundo 2024

Evidence¶

Imundo 2024¶

Imundo, M. N., Zung, I., Whatley, M. C., & Pan, S. C. (2024). When Two Learners Are Better Than One: Using Flashcards with a Partner Improves Metacognitive Accuracy. Metacognition and Learning. https://link.springer.com/journal/11409/articles

q3 · i3 · causal · r3

Experiment 1 exploratory bivariate correlations showed "moderate-to-large correlations" between gJOLs and test performance in both conditions (r = .59 and r = .60), indicating appropriate relative metacognitive monitoring despite the calibration differences between conditions.

"Individual learners demonstrated moderate-to-large correlations between their gJOL and final test performance when learning individually, r (61) = .59, p < .001, as did Paired learners, r (86) = .60, p < .001."

Discussion¶

Related Claims¶

• Paired flashcard learners show more accurate immediate metacognitive calibration than individual learners, who overestimate by roughly 20% — related
• Requiring overt retrieval eliminates the metacognitive calibration advantage of paired flashcard learning — related
• Individual and paired flashcard learning yield comparable final cued-recall test performance — related
• Studying flashcards in pairs raised negative affect in Experiment 1, but not in Experiment 2, which added an icebreaker and relaxed feedback rules — related