Differences in judgments of learning difficulty


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Abstract

In 2 experiments, 30 academically successful and less successful (as determined by the Reading and Language subtests of the Comprehensive Tests of Basic Skills) 5th graders were asked to make judgments about the ease of understanding and remembering various sentences and were given the opportunity to attempt to remember some of them before being asked to judge new sets of sentences. Results of Exp I indicate that at the beginning of the experiment, the successful Ss were much more likely than their less successful peers to realize that sentences expressing arbitrary relationships were more difficult to remember. These differences became even greater after Ss were given the opportunity to attempt to remember some of the sentences they had judged initially. The memory performance of the successful Ss also improved as they became more familiar with the experimental task, but the performance of the less successful Ss did not. Results of Exp II show that less successful Ss who had received appropriate training were able to use information about the arbitrariness of relationships as the basis for their judgments of learning difficulty. The training also facilitated their ability to remember. (15 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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