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{
    "pk": 28193,
    "title": "Retrieval-based Metacognitive Monitoring in Self-Regulated Learning",
    "subtitle": null,
    "abstract": "Metacognitive monitoring plays an important role in self-\nregulated learning. Accurate metacognitive monitoring\nfacilitates effective control, which affects learning\noutcomes. Most studies that explore metacognitive\nmonitoring have investigated learners’ monitoring abilities\nwhen learners are explicitly cued to monitor. However, in\nreal-world educational settings, learners are more commonly\ncued to control their learning. The primary goal of the\ncurrent study was to investigate whether learners monitor\ntheir learning processes using retrieval when explicitly cued\nto control. Two experiments were conducted in pursuit of\nthis goal. In the experiments, participants were instructed to\nlearn Swahili-English word-pairs. Their learning\nperformance was tested in subsequent cued-recall tests.\nResults suggest retrieval is likely practiced when learners\nare explicitly cued to control, but at a lower frequency or a\nmore shallow level than when learners are explicitly cued to\nretrieve. In addition, the current study reported attempts to\nmeasure retrieval-based metacognitive monitoring using\nobjective and online methods.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "metacognition; monitoring; control; retrieval;\nself-regulated learning;"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/64x5x84j",
    "frozenauthors": [
        {
            "first_name": "Mengjiao",
            "middle_name": "",
            "last_name": "Wu",
            "name_suffix": "",
            "institution": "Kent State University; Shanghai Maritime University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T13:00:00-05:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28193/galley/17852/download/"
        }
    ]
}