Interpolate metacognitive judgments or covert retrieval attempts during extended study sessions¶

Strategy · All strategies
Evidence · 6 claims (3 for, 2 mixed, 1 against) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 6 claims rest on one study

Description¶

The article recommends that learners and instructors insert metacognitive judgments or covert retrieval attempts into longer study periods to sustain learning over time. Because overt retrieval is often impractical in shared quiet settings, the authors advise that "learners and instructors can seek opportunities to interpolate metacognitive judgments or covert retrieval attempts during longer study periods to maintain their learning outcome over time". The strategy rests on the finding that JOLs based on partial cues potentiate new learning similarly to overt retrieval practice.

Design Implications¶

Context¶

Requirements¶

• Judgments must be based on partial cues (e.g., word stems) rather than complete study information, so that covert retrieval is likely

Constraints¶

• Demonstrated only with lists of unrelated single words; the authors note response format may matter for more complex materials such as key-term definitions

Target Learners¶

• higher-education students studying independently or in quiet shared spaces

Target Learning Goals¶

• maintaining learning outcomes across prolonged study of successive materials

Affordances¶

• Covert Retrieval Account Jol Forward Effect

Claims¶

• On the final cumulative test, JOLs with word stems and retrieval practice improve List-5 recall over restudy, while restudy shows a List-1 advantage [+M]
• Making JOLs with complete words did not significantly enhance interim recall of new List-5 material compared to restudy [-W]
• JOL magnitudes decline across successive lists in both JOL groups, reflecting learners' belief that recall decreases with continued new learning [~W]
• Making JOLs is not a neutral act: metacognitive ratings reactively affect subsequent learning, so experiments need judgment-free conditions [~W]
• Making JOLs with word stems enhances interim recall of new List-5 material compared to restudy [+M]
• Overt retrieval practice enhances interim recall of new List-5 material compared to restudy, and does not differ from JOLs with word stems [+M]

Related Strategies¶

• Implement computerized covert retrieval practice for visuospatial materials such as maps, faces, and diagrams instead of passive scrutiny
• Active Monitoring
• Self Monitoring Strategies

Examples¶

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Key Sources¶

• Veit Kubik, Kenneth Koslowski, Torsten Schubert, Alp Aslan. (2022). Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning (2022) 17:1057–1077. https://doi.org/10.1007/s11409-022-09307-w