The effects of immediate and delayed summarizing on judgments of learning, studying patterns and achievement.

摘要

This study explored whether writing a summary immediately or with delay after studying can improve learners' metacomprehension accuracy, influence their regulation of study, and enhance reading comprehension immediately and under transfer conditions. Undergraduates (N=75) were randomly assigned to three groups: no summary, immediate summary and delayed summary. After screening data to remove participants who did not apply plausible effort, no statistically detectable differences were found for test performance across groups nor was transfer of the hypothesized effect observed. I conclude there is need to consider difficulties of reading texts and tests, and learners' metacomprehension skills to achieve a high level of metacomprehension accuracy and affect studying productively.;Keywords. Metacomprehension, self-regulated learning, judgment of learning, restudy.