Generating or comparing keywords had no substantial effect on posttest learning performance¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The three conditions did not differ significantly in posttest performance, indicating keyword generation and comparison affected judgment accuracy rather than learning itself in this study. → Waldeyer 2021

Evidence¶

Waldeyer 2021¶

Waldeyer, J., & Roelle, J. (2021). The keyword effect: A conceptual replication, effects on bias, and an optimization. Metacognition and Learning, 16, 37–56. https://doi.org/10.1007/s11409-020-09235-7

q3 · i? · causal · r2

Preliminary ANOVA comparing the three conditions on the 20-item inference posttest (Cronbach's α = .61). "we did not find a statistically significant difference between the groups regarding posttest performance", F(2, 105) = 2.57, p = .082; the printed ηp2 = .05 was descriptive of this non-significant test.

"we did not find a statistically significant difference between the groups regarding posttest performance, F(2, 105) = 2.57, p =. 0 8 2 ,ηp2 =. 0 5"

Discussion¶

Related Claims¶

• Generating keywords after a delay increases relative judgment accuracy compared with no keyword generation, replicating the keyword effect with a new sample and new materials
• Generating delayed keywords does not reduce bias in comprehension judgments
• Comparing self-generated keywords with expert keywords increases bias, specifically underconfidence
• The keyword-quality–JOL correlation increases after comparison with expert keywords, indicating learners exploit keyword quality as a cue only when given external standards
• Test performance differs by cue-prompt condition in Experiment 1, with higher scores in the no-cue condition than the summary condition. — related
• Comprehension-test expectancy tended to be more effective than delayed-keywords listing and rereading, though interventions did not substantially differ overall — related
• The quality of sixth-graders' keywords is not diagnostic of intra-individual variation in test performance (Experiment 1). — related
• Organizational cues during a lecture have a large effect on understanding of lecture structure and memory for details — related