Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy
Article first published online: 19 FEB 2014
Copyright © 2014 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Volume 28, Issue 3, pages 382–391, May/June 2014
How to Cite
Baars, M., van Gog, T., de Bruin, A. and Paas, F. (2014), Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy. Appl. Cognit. Psychol., 28: 382–391. doi: 10.1002/acp.3008
- Issue published online: 6 APR 2014
- Article first published online: 19 FEB 2014
- Manuscript Accepted: 14 JAN 2014
- Manuscript Revised: 6 SEP 2013
- Manuscript Received: 14 MAR 2013
- Netherlands Organization for Scientific Research. Grant Number: 411-07-152
Research on expository text has shown that the accuracy of students' judgments of learning (JOLs) can be improved by instructional interventions that allow students to test their knowledge of the text. The present study extends this research, investigating whether allowing students to test the knowledge they acquired from studying a worked example by means of solving an identical problem, either immediately or delayed, would enhance JOL accuracy. Fifth grade children (i) gave an immediate JOL, (ii) a delayed JOL, (iii) solved a problem immediately and then gave a JOL, (iv) solved a problem immediately and gave a delayed JOL, or (v) solved a problem at a delay and then gave a JOL. Results show that problem solving after example study improved children's JOL accuracy (i.e., overestimation decreased). However, no differences in the accuracy of restudy indications were found. Results are discussed in relation to cue utilization when making JOLs. Copyright © 2014 John Wiley & Sons, Ltd.