Authors:
Tatsushi Fukaya
Title:
Explanation generation, not explanation expectancy, improves
metacomprehension accuracy
Journal(書誌情報）:
Metacognition and Learning
2013, Volume 8, Issue 1, pp 1-18
doi:
10.1007/s11409-012-9093-0
論文URL:
http://link.springer.com/article/10.1007%2Fs11409-012-9093-0
Abstract:
The ability to monitor the status of one's own understanding is
important to accomplish academic tasks proficiently. Previous studies
have shown that comprehension monitoring (metacomprehension accuracy)
is generally poor, but improves when readers engage in activities that
access valid cues reflecting their situation model (activities such as
concept mapping or self-explaining). However, the question still
remains as to which process, encoding or retrieving, causes the
improvement of metacomprehension accuracy, and the findings of
previous research on this matter have been inconsistent. This study
examined whether college students' metacomprehension accuracy improves
when they expect, at the time of reading, that they will explain the
content later (active encoding) or when they actually generate an
explanation (encoding plus active retrieving). In the experiments,
college students read five texts. During reading, some students
expected that they would generate explanations but did not actually
generate them. In contrast, some students actually generated an
explanation of the text after reading. All students then rated their
comprehension of each text. Finally, they completed tests on the
materials. Results of both studies revealed that metacomprehension
accuracy, operationalized as the association between comprehension
ratings and test performance, was greater for the group that actually
generated explanations than for the expectancy or control groups.
著者Contact先の email:
fuka1026@gmail.com
日本語によるコメント（オプション，200-300字で）
本研究は，2つの実験から，他の人に説明を行うと，自身の理解状態が明確化さ
れる効果が得られることを示したものです。
具体的には，大学生に異なるトピックの5つの文章について，学習，理解度判
断，テストを行い，理解度判断とテスト成績の
個人内連関係数（γ係数）を算出しました。統制群や説明を予期しながら学習す
るだけの説明予期群と比較して，実際に説明を
産出した群において高いγ係数が認められました。つまり，説明産出を求めるこ
とで，自分がその内容を本当に理解しているのか
（「分かったつもり」）を明らかにできることが示されました。
