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The Effect of Annotation on Metacomprehension of Text

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dc.contributor.advisor Weaver, Charles
dc.contributor.author Cliburn, Rachel
dc.date.copyright 2012
dc.identifier.uri http://hdl.handle.net/2104/8398
dc.description.abstract Metacomprehension refers to a person’s ability to monitor what information has been learned through reading. Good metacomprehension is important for efficient studying. Prior research shows that most readers demonstrate quite poor metacomprehension. Ironically, making texts easier to read, for example, by underlining important ideas, impair metacognition. In the present experiment, we explored whether reading an underlined text or a plain text produces better pretest and posttest metacomprehension judgments. Consistent with prior research, although overall test accuracy was the same between conditions, the more difficult plain text condition improved the accuracy of metacomprehension judgments compared to the underline group. en_US
dc.rights Baylor University projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission. en_US
dc.title The Effect of Annotation on Metacomprehension of Text en_US
dc.type Thesis en_US
dc.rights.accessrights No access - Contact librarywebmaster@baylor.edu en_US
dc.contributor.department Psychology and Neuroscience en_US
dc.contributor.schools honors college en_US


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