Effects Of Different Learning Tasks On Performance And Judgement Of Learning In Exposition

Reading comprehension is an important cognition activity in the education practice. In order to remember and comprehend the passage,students must read passages and monitor the process of reading effectively, if necessary,adopting suitable strategies to regulate and control the reading activity. This is known as metacognition activity, or metacomprehention. One of the research focuses is how to improve the reading comprehension and monitoring accuracy. Testing-effect refers to the phenomenon that retrieval of information from memory produces better retention than restudying the same information for an equivalent amount of time. A lot of articles indicated that testing practice could increase reading comprehension, then whether and how does testing practice influence reading judgment and monitoring accuracy? That is what the study focuses.Two experiments were included in this study. In experiment1, the retrieval practice study strategy was compared with rereading and elaborative study tasks, aimed to investigate the influence of retrieval practice on performance and learning judgment of expositions. Based on the result of experiment1, experiment2continued to discuss the influence of texting format on exposition’s performance and learning judgment.Experiment1, which90junior middle school students were chosen as subjects, was a3(learning strategy:rereading/concept mapping/free recall)×2(kind of test: inference/detail) mixed design. The results showed:(1)Free recall testing was more favorable to memory of passage’s messages than concept mapping and rereading.(2)Participants in the free-recall test weren’t aware of the improving of criteria test score, that is they off underestimated the criteria test score.Experiment2, which40junior middle school students were chosen as participants. was a4(learning strategy:rereading/multiple-choice test/short answer test/free recall)×2(kind of test:inference/detail) within-subjects design. The results showed:(1)Short-answered test was more favorable to the memory of passage’s messages than multiple choice test and rereading.(2)Participants in the short-answered test group weren’t aware of the improving of criteria test score, that is they off underestimated the criteria test score.