Tracing metacognition by highlighting and tagging to predict recall and transfer

P. H. Winne; J. C. Nesbit; I. Ram; Z. Marzouk; J. Vytasek; D. Samadi; J. Stewart-Alonso; M. Rakovic; A. Liaqat; M. P-C. Lin; A. Savoji

Tracing metacognition by highlighting and tagging to predict recall and transfer

P. H. Winne, J. C. Nesbit, I. Ram, Z. Marzouk, J. Vytasek, D. Samadi, J. Stewart-Alonso, M. Rakovic, A. Liaqat, M. P-C. Lin, A. Savoji

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

When learners highlight or tag content, they metacognitively monitor information to select and mark it. From a levels-of-processing framework, standards used in metacognitive monitoring could affect learning. We examined effects on recall and transfer of different metacognitive standards - free highlighting expressing a genetic "importance" standard, tagging according to structures of text (definition, explanation, example) and tagging for utility of information (required vs. helpful for understanding). Information marked based on any metacognitive standard was twice as likely to be recalled as unmarked information. Recall was lower when learners metacognitively monitored text structures. Transfer was unaffected by standards used for metacognitive monitoring. While standards applied to metacognitively monitor information may elevate levels of processing, that does not necessarily engage transfer appropriate processing.

Original language	English
Title of host publication	American Educational Research Association - 2017 Annual Meeting
Editors	Angela E. Arzubiaga, James Earl Davis
Place of Publication	Washington DC USA
Publisher	American Educational Research Association (AERA)
Number of pages	7
Publication status	Published - 2017
Externally published	Yes
Event	American Education Research Assocation Annual Meeting 2017 - San Antonio, United States of America Duration: 27 Apr 2017 → 1 May 2017 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2017-Annual-Meeting (Website)

Conference

Conference	American Education Research Assocation Annual Meeting 2017
Country/Territory	United States of America
City	San Antonio
Period	27/04/17 → 1/05/17
Internet address	https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2017-Annual-Meeting (Website)

Cite this

Winne, P. H., Nesbit, J. C., Ram, I., Marzouk, Z., Vytasek, J., Samadi, D., Stewart-Alonso, J., Rakovic, M., Liaqat, A., Lin, M. P-C., & Savoji, A. (2017). Tracing metacognition by highlighting and tagging to predict recall and transfer. In A. E. Arzubiaga, & J. E. Davis (Eds.), American Educational Research Association - 2017 Annual Meeting American Educational Research Association (AERA).

@inproceedings{050d3c3df1b74461addebbfbc1b6bce4,

title = "Tracing metacognition by highlighting and tagging to predict recall and transfer",

abstract = "When learners highlight or tag content, they metacognitively monitor information to select and mark it. From a levels-of-processing framework, standards used in metacognitive monitoring could affect learning. We examined effects on recall and transfer of different metacognitive standards - free highlighting expressing a genetic {"}importance{"} standard, tagging according to structures of text (definition, explanation, example) and tagging for utility of information (required vs. helpful for understanding). Information marked based on any metacognitive standard was twice as likely to be recalled as unmarked information. Recall was lower when learners metacognitively monitored text structures. Transfer was unaffected by standards used for metacognitive monitoring. While standards applied to metacognitively monitor information may elevate levels of processing, that does not necessarily engage transfer appropriate processing.",

author = "Winne, {P. H.} and Nesbit, {J. C.} and I. Ram and Z. Marzouk and J. Vytasek and D. Samadi and J. Stewart-Alonso and M. Rakovic and A. Liaqat and Lin, {M. P-C.} and A. Savoji",

year = "2017",

language = "English",

editor = "{E. Arzubiaga}, Angela and Davis, {James Earl}",

booktitle = "American Educational Research Association - 2017 Annual Meeting",

publisher = "American Educational Research Association (AERA)",

note = "American Education Research Assocation Annual Meeting 2017 ; Conference date: 27-04-2017 Through 01-05-2017",

url = "https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2017-Annual-Meeting",

}

Winne, PH, Nesbit, JC, Ram, I, Marzouk, Z, Vytasek, J, Samadi, D, Stewart-Alonso, J, Rakovic, M, Liaqat, A, Lin, MP-C & Savoji, A 2017, Tracing metacognition by highlighting and tagging to predict recall and transfer. in A E. Arzubiaga & JE Davis (eds), American Educational Research Association - 2017 Annual Meeting . American Educational Research Association (AERA), Washington DC USA, American Education Research Assocation Annual Meeting 2017, San Antonio, Texas, United States of America, 27/04/17.

Tracing metacognition by highlighting and tagging to predict recall and transfer. / Winne, P. H.; Nesbit, J. C.; Ram, I. et al.
American Educational Research Association - 2017 Annual Meeting . ed. / Angela E. Arzubiaga; James Earl Davis. Washington DC USA: American Educational Research Association (AERA), 2017.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

TY - GEN

T1 - Tracing metacognition by highlighting and tagging to predict recall and transfer

AU - Winne, P. H.

AU - Nesbit, J. C.

AU - Ram, I.

AU - Marzouk, Z.

AU - Vytasek, J.

AU - Samadi, D.

AU - Stewart-Alonso, J.

AU - Rakovic, M.

AU - Liaqat, A.

AU - Lin, M. P-C.

AU - Savoji, A.

PY - 2017

Y1 - 2017

N2 - When learners highlight or tag content, they metacognitively monitor information to select and mark it. From a levels-of-processing framework, standards used in metacognitive monitoring could affect learning. We examined effects on recall and transfer of different metacognitive standards - free highlighting expressing a genetic "importance" standard, tagging according to structures of text (definition, explanation, example) and tagging for utility of information (required vs. helpful for understanding). Information marked based on any metacognitive standard was twice as likely to be recalled as unmarked information. Recall was lower when learners metacognitively monitored text structures. Transfer was unaffected by standards used for metacognitive monitoring. While standards applied to metacognitively monitor information may elevate levels of processing, that does not necessarily engage transfer appropriate processing.

AB - When learners highlight or tag content, they metacognitively monitor information to select and mark it. From a levels-of-processing framework, standards used in metacognitive monitoring could affect learning. We examined effects on recall and transfer of different metacognitive standards - free highlighting expressing a genetic "importance" standard, tagging according to structures of text (definition, explanation, example) and tagging for utility of information (required vs. helpful for understanding). Information marked based on any metacognitive standard was twice as likely to be recalled as unmarked information. Recall was lower when learners metacognitively monitored text structures. Transfer was unaffected by standards used for metacognitive monitoring. While standards applied to metacognitively monitor information may elevate levels of processing, that does not necessarily engage transfer appropriate processing.

M3 - Conference Paper

BT - American Educational Research Association - 2017 Annual Meeting

A2 - E. Arzubiaga, Angela

A2 - Davis, James Earl

PB - American Educational Research Association (AERA)

CY - Washington DC USA

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