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Experimental Psychology (Russia)
2019. Vol. 12, no. 1, 126–138
https://doi.org/10.17759/exppsy.2019120110
ISSN: 2072-7593 / 2311-7036 (online)

Influence of reasoning on knowledge on metacognitive monitoring of the solution of test tasks

 
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Abstract

In article the problem of metacognitive monitoring of the solution of educational tasks is condemned. The role of heuristic processes as source of possible distortions in metacognitive judgments is shown. Results of pilot study in which influence of reasonings of pupils on own knowledge on characteristics of monitoring (N = 58 is studied are presented; middle age — 19,5 years; 5 young men, 53 girls). It is revealed: 1) the students formulating the arguments disproving their knowledge were less sure of the solution of test tasks, than the students who were putting forward arguments in support of correctness of the knowledge (p = 0,016); 2) students from group which put forward the disproving arguments showed more positive changes of accuracy of monitoring, in comparison with students from group which put forward the arguments confirming their knowledge (p = 0,032); 3) the procedure of reasonings on own knowledge did not reduce influence of heuristic processes on creation of judgments of metacognitive monitoring; 4) students with lower level of subject knowledge showed big changes in indicators of metacognitive monitoring in comparison with the students having more high standard of knowledge (р = 0,043). The prospects of use of the procedure of reasonings on knowledge as development tools of skills of monitoring are discussed. Some restrictions of results and conclusions of a research are specified.

General Information

Keywords: metacognitive monitoring, metacognitive judgments, reasonings on knowledge, heuristic processes

Journal rubric: Cognitive Psychology

OpenAlex citations: 5

OpenAlex trends: Educational and Psychological Assessments, Technology and Human Factors in Education and Health, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 5

Topics

Educational and Psychological Assessments

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Number of works: 88848  |  Total number of citations: 952482

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Technology and Human Factors in Education and Health

This cluster of papers explores the future of personalized medicine in healthcare, focusing on topics such as artificial intelligence, healthcare technology, medical innovation, ergonomics, biomedical signal analysis, digital health, cyber-physical systems, healthcare automation, and clinical decision support. The papers cover a wide range of interdisciplinary research related to advancing personalized medical treatments and technologies.

Number of works: 27270  |  Total number of citations: 81913

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/exppsy.2019120110

Funding. This work was supported by grant RFBR №16-16-40019 а(р).

Published

For citation: Fomin, A.E., Bogomolova, E.A. (2019). Influence of reasoning on knowledge on metacognitive monitoring of the solution of test tasks. Experimental Psychology (Russia), 12(1), 126–138. (In Russ.). https://doi.org/10.17759/exppsy.2019120110

© Fomin A.E., Bogomolova E.A., 2019

License: CC BY-NC 4.0

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Information About the Authors

Andrey E. Fomin, Candidate of Science (Psychology), Associate Professor, Chair of Developmental Psychology and Education, Department of Psychology, Kaluga State University named after K.E.Tsiolkovsky, Kaluga, Russian Federation, e-mail: fomin72-72@mail.ru

Elena A. Bogomolova, Candidate of Science (Psychology), Associate Professor, Tsiolkovskу Kaluga State University, Kaluga, Russian Federation, e-mail: alex_bogomolov@mail.ru

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