Abstracts - Earli

Effects of metacognitive strategy training and accuracy of monitoring on learning outcomeChristoph Mengelkamp, University of Koblenz-Landau, GermanyMaria Bannert, Chemnitz University of Technology, GermanyThe study combines research on accuracy of monitoring with educational research on training oflearning strategies, in particular training of metacognitive strategies. We make the assumption thatamount of monitoring and accuracy of monitoring are different aspects of metacognition, the firstconcerning the quantity of strategy use and the latter concerning its quality. It is assumed thattraining facilitates the use of metacognitive strategies, but that this facilitation is not effective withregard to learning outcome unless accuracy of monitoring is high. Further, this facilitation may becounterproductive when accuracy of monitoring is low because learners waste time and effortacquiring misleading information about their success in learning. Thus, the key hypothesis of thestudy is that accuracy of monitoring and amount of monitoring interact in their effects on learningoutcome. In order to test this hypothesis, a 2 x 2 – between-group-design (N = 100) is used withtraining of metacognitive strategies and keyword-taking as independent and learning outcome asdependent variables. According to a study by Thiede, Anderson, and Therriault (2003), keywordtakingaffects the accuracy of monitoring but not the learning outcome immediately after thekeywords have been taken. Further, training of metacognitive strategies should foster thefrequency of monitoring but less so its accuracy. As measures of treatment fidelity, accuracyimmediately after the treatment and after learning is measured, and retrospective questionnairedata about the use of monitoring strategies are collected. The results are discussed with respect tomodels of self-regulated learning, the validity of different measures of metacognition, and training.Evaluation of strategy acquisition and transfer in metacognitive training for children withlearning difficultiesMelanie Bosson , University of Geneva, SwitzerlandChristine Hessels, University of Geneva, SwitzerlandJean-Louis Berger , University of Geneva, SwitzerlandNadine Kipfer , University of Geneva, SwitzerlandFredi Büchel, University of Geneva, SwitzerlandMarco Hessels, University of Geneva, SwitzerlandThis presentation is aimed at the analysis of strategies acquisition and transfer in a metacognitiveintervention comprising decontextualised tasks (non school tasks) and contextualised tasks(mathematical problems and reading comprehension). Analyses are based on a category systemthat is applied within a computer program that allows real time coding of video observations.Qualitative and quantitative date from 16 children with learning difficulties will be discussed. Wewill focus on the acquisition of metacognitive and cognitive strategies in the decontextualisedtasks and the transfer of these strategies to mathematical problems.– 740 –