Lin LM, Zabrucky KM
Georgia State University
Contemp Educ Psychol. 1998 Oct;23(4):345-391. doi: 10.1006/ceps.1998.0972.
The ability to accurately evaluate one's understanding of text information is critical for optimum learning to take place. One widely used paradigm for examining the accuracy of individuals' self-assessed comprehension has been termed calibration of comprehension. In this paradigm, students read a passage and are asked to make predictions about their future performance on a comprehension test. Calibration of comprehension is the relation between students' confidence and performance or between predicted and actual performance. In the present paper we review research on calibration of comprehension, examining a number of variables that have been found to influence calibration ability. In the first three sections of our paper we focus on the effects of individual, task, and text variables on students' calibration of comprehension. In the final section, we discuss implications of research on calibration for education and instruction. Copyright 1998 Academic Press.
准确评估个人对文本信息的理解能力对于实现最佳学习至关重要。一种广泛用于检验个体自我评估理解准确性的范式被称为理解校准。在这种范式中，学生阅读一篇文章，并被要求对自己未来在理解测试中的表现进行预测。理解校准是指学生的信心与表现之间或预测表现与实际表现之间的关系。在本文中，我们回顾了关于理解校准的研究，考察了一些已被发现会影响校准能力的变量。在论文的前三部分，我们重点关注个体、任务和文本变量对学生理解校准的影响。在最后一部分，我们讨论了校准研究对教育和教学的启示。版权所有1998年学术出版社。
