In two studies, we examined the effect of professional development to improve mathematics instruc... more In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills.
Theory suggests that accuracy of metacognitive monitoring and self-regulation of study will affec... more Theory suggests that accuracy of metacognitive monitoring and self-regulation of study will affect test performance, but there is little empirical evidence linking these variables. I examined the relation among these variables in a multitriallearning task. Regression analyses showed that monitoring accuracy and self-regulation were reliably related to test performance-greater monitoring accuracy and more effective self-regulation were associated with greater test performance. These analyses were contrasted with analyses typically conducted in previous research, to show the importance of using a multitriallearning task and of attending to the theoretically based causal relation among variables when evaluating how monitoring accuracy and self-regulation are related to test performance. The results of this investigation may help to explain why previous research has failed to link these variables. Recently, a great deal of research has focused on metacognitive monitoring and self-regulation of study (for books highlighting research in these areas, see Hacker,
Advances in Social Sciences Research Journal, 2015
Using specific components of three broad learning theories-cognitive, socialinteractional, and be... more Using specific components of three broad learning theories-cognitive, socialinteractional, and behavioral-students in 3 rd , 4 th and 5 th grade classrooms were given multiplication fact fluency instruction over a period of five weeks for 10-15 minutes each day.
This paper describes the design and development process for the Development Mathematical Thinking... more This paper describes the design and development process for the Development Mathematical Thinking observation instrument. It also includes initial psychometric analyses that were conducted. Our initial analysis indicated good to high levels of inter-rater reliability and internal consistency when the instrument was used by full-time project staff. However, the level of inter-rater reliability decreased greatly for our second set of analyses. This can likely be attributed to two potential factors; (1) use of raters who were familiar with the instrument framework but not full-time project staff, and/or (2) use of videos of lessons from teachers not actively involved in a professional development activity similar to our framework. Next steps in instrument development are addressed.
As mathematics teacher educators, it is imperative that we have high-quality tools that conceptua... more As mathematics teacher educators, it is imperative that we have high-quality tools that conceptualize and operationalize mathematics instruction for large-scale examination. We first describe existing instructional practice survey scales, including their conceptualization of practice and related validity evidence. We then present the framework and initial validity evidence for our mathematics instructional practice survey. Survey participants were in-service teachers in a statewide mandated mathematics professional development course. Statistical analyses indicate the items measure two constructs: social-constructivist and transmission-based instructional practice. Of particular interest is the result that these two constructs were negligibly correlated. This is in contrast to the generally accepted notion that social-constructivist and transmission-based instructional practices are the two polar ends of a single construct for describing instructional practice.
The shift-to-easier-materials (STEM) effect occurs when individuals adopt a low performance goal ... more The shift-to-easier-materials (STEM) effect occurs when individuals adopt a low performance goal and subsequently select to restudy more easier items of a list than the difficult ones. The causes and constraints of the STEM effect were investigated across four experiments in which participants first briefly studied and judged their learning of 30 paired associates. They were then instructed to obtain
Journal of Experimental Psychology-learning Memory and Cognition, 1999
People of all ages are more likely to choose to restudy items (or allocate more study time to ite... more People of all ages are more likely to choose to restudy items (or allocate more study time to items) that are perceived as more difficult to learn than as less difficult to learn. Existing models of self-regulated study adequately account for this inverse relation between perceived difficulty of learning and these 2 measures of self-regulated study (item selection and self-paced
Guided by a hypothesis that integrates principles of monitoring from a cue-based framework of met... more Guided by a hypothesis that integrates principles of monitoring from a cue-based framework of metacognitive judgments with assumptions about levels of text representation derived from theories of comprehension, we discovered that rereading improves metacomprehension accuracy. In Experiments 1 and 2, the participants read texts either once or twice, rated their comprehension for each text, and then were tested on the material. In both experiments, correlations between comprehension ratings and test scores were reliably greater for participants who reread texts than for participants who read texts only once. Furthermore, in contrast to the low levels of accuracy typically reported in the literature, rereading produced relatively high levels of accuracy, with the median gamma between ratings and test performance being +.60 across participants from both experiments. Our discussion focuses on two alternative hypotheses-that improved accuracy is an artifact of when judgments are collected or that it results from increased reliability of test performance-and on evidence that is inconsistent with these explanations for the rereading effect.
For decades, researchers have examined visual search. Much of this work has focused on the factor... more For decades, researchers have examined visual search. Much of this work has focused on the factors (e.g., movement, set size, luminance, distractor features and proximity) that influence search speed. However, no research has explored whether people are aware of the influence of these factors. For instance, increases in set size will typically slow down target detection; yet no research has measured participants' metacognitive awareness of this phenomenon. The present research explores this area by integrating a visual search task with a metacognitive monitoring paradigm. All of the explored factors influenced search latency. However, all of the factors except target presence influenced ratings. Saliency and suppression are discussed as two possible explanations for the results. Future directions for extending the theory and the practical benefits of this research are also outlined.
Journal of the American Academy of Child & Adolescent Psychiatry, 1997
To examine the association of moderate levels of prenatal alcohol exposure with learning and beha... more To examine the association of moderate levels of prenatal alcohol exposure with learning and behavior in early adolescence. A population-based cohort of 464 children were followed longitudinally from birth to age 14 years. Alcohol exposure was assessed via in-depth maternal self-report in the fifth month of pregnancy. At age 14, learning and behavior were assessed with multiple measures, tapping parent, teenager, and psychologist viewpoints, drawn from adolescent laboratory examination and parent phone interview. The underlying pattern of association between prenatal alcohol and adolescent outcome was detected using partial least-squares statistical techniques; confounding factors were dealt with by regression methods. Analyses revealed a statistically significant, subtle relationship between greater prenatal alcohol use and increased behavior/learning difficulties during adolescence, even after accounting for other developmental influences. "Binge" maternal drinking and exposure early in pregnancy were associated with a profile of adolescent antisocial behavior, school problems, and self-perceived learning difficulties. Fetal alcohol exposure (even at "social drinking" levels) is associated with developmental difficulties in adolescence that are consistent with problems seen earlier in life. Clinicians should understand the potential role prenatal alcohol exposure plays in behavioral and cognitive problems.
Objective: To determine the overall reliability and factors that might affect the reliability of ... more Objective: To determine the overall reliability and factors that might affect the reliability of ratings of students" clinical skills in a medicine clerkship.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The typical finding from research on metacomprehension is that accuracy is quite low. However, re... more The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing) but only when these tasks are performed at a delay rather than immediately after reading (K. W. Thiede & M. C. M. Anderson, 2003; K. W. Thiede, M. C. M. Anderson, & D. Therriault, 2003). The delayed and immediate conditions in these studies confounded the delay between reading and generation tasks with other task lags, including the lag between multiple generation tasks and the lag between generation tasks and judgments. The first 2 experiments disentangle these confounded manipulations and provide clear evidence that the delay between reading and keyword generation is the only lag critical to improving metacomprehension accuracy. The 3rd and 4th experiments show that not all delayed tasks produce improvements and suggest that delayed generative tasks provide necessary diagnostic cues about comprehension for improving metacomprehension accuracy.
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy,... more The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
We explored whether exposure to different kinds of comprehension tests during elementary years in... more We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7 th and 8 th graders. This research was conducted in a kindergarten through eighth grade charter school with an expeditionary learning curriculum. In literacy instruction, teachers emphasize reading for meaning and inference building, and they regularly assess deep comprehension with summarization, discussion, dialogic reasoning and prediction activities throughout the elementary years. The school recently expanded, doubling enrollments in 7 th and 8 th grades. Thus, approximately half of the students had long-term exposure to the curriculum and the other half did not. In Study 1, metacomprehension accuracy using the standard relative accuracy paradigm was significantly better for long-time students than for newcomers. In Study 2, all students engaged in delayedkeyword generation before judging their comprehension of texts. Metacomprehension accuracy was again significantly better for long-time students than for newcomers. Further, the superior monitoring accuracy led to more effective regulation of study, as seen in better decisions about which texts to restudy, that led, in turn, better comprehension. The results suggest the importance of early exposure to comprehension tests for developing skills in comprehension monitoring and self-regulated learning.
In two studies, we examined the effect of professional development to improve mathematics instruc... more In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills.
Theory suggests that accuracy of metacognitive monitoring and self-regulation of study will affec... more Theory suggests that accuracy of metacognitive monitoring and self-regulation of study will affect test performance, but there is little empirical evidence linking these variables. I examined the relation among these variables in a multitriallearning task. Regression analyses showed that monitoring accuracy and self-regulation were reliably related to test performance-greater monitoring accuracy and more effective self-regulation were associated with greater test performance. These analyses were contrasted with analyses typically conducted in previous research, to show the importance of using a multitriallearning task and of attending to the theoretically based causal relation among variables when evaluating how monitoring accuracy and self-regulation are related to test performance. The results of this investigation may help to explain why previous research has failed to link these variables. Recently, a great deal of research has focused on metacognitive monitoring and self-regulation of study (for books highlighting research in these areas, see Hacker,
Advances in Social Sciences Research Journal, 2015
Using specific components of three broad learning theories-cognitive, socialinteractional, and be... more Using specific components of three broad learning theories-cognitive, socialinteractional, and behavioral-students in 3 rd , 4 th and 5 th grade classrooms were given multiplication fact fluency instruction over a period of five weeks for 10-15 minutes each day.
This paper describes the design and development process for the Development Mathematical Thinking... more This paper describes the design and development process for the Development Mathematical Thinking observation instrument. It also includes initial psychometric analyses that were conducted. Our initial analysis indicated good to high levels of inter-rater reliability and internal consistency when the instrument was used by full-time project staff. However, the level of inter-rater reliability decreased greatly for our second set of analyses. This can likely be attributed to two potential factors; (1) use of raters who were familiar with the instrument framework but not full-time project staff, and/or (2) use of videos of lessons from teachers not actively involved in a professional development activity similar to our framework. Next steps in instrument development are addressed.
As mathematics teacher educators, it is imperative that we have high-quality tools that conceptua... more As mathematics teacher educators, it is imperative that we have high-quality tools that conceptualize and operationalize mathematics instruction for large-scale examination. We first describe existing instructional practice survey scales, including their conceptualization of practice and related validity evidence. We then present the framework and initial validity evidence for our mathematics instructional practice survey. Survey participants were in-service teachers in a statewide mandated mathematics professional development course. Statistical analyses indicate the items measure two constructs: social-constructivist and transmission-based instructional practice. Of particular interest is the result that these two constructs were negligibly correlated. This is in contrast to the generally accepted notion that social-constructivist and transmission-based instructional practices are the two polar ends of a single construct for describing instructional practice.
The shift-to-easier-materials (STEM) effect occurs when individuals adopt a low performance goal ... more The shift-to-easier-materials (STEM) effect occurs when individuals adopt a low performance goal and subsequently select to restudy more easier items of a list than the difficult ones. The causes and constraints of the STEM effect were investigated across four experiments in which participants first briefly studied and judged their learning of 30 paired associates. They were then instructed to obtain
Journal of Experimental Psychology-learning Memory and Cognition, 1999
People of all ages are more likely to choose to restudy items (or allocate more study time to ite... more People of all ages are more likely to choose to restudy items (or allocate more study time to items) that are perceived as more difficult to learn than as less difficult to learn. Existing models of self-regulated study adequately account for this inverse relation between perceived difficulty of learning and these 2 measures of self-regulated study (item selection and self-paced
Guided by a hypothesis that integrates principles of monitoring from a cue-based framework of met... more Guided by a hypothesis that integrates principles of monitoring from a cue-based framework of metacognitive judgments with assumptions about levels of text representation derived from theories of comprehension, we discovered that rereading improves metacomprehension accuracy. In Experiments 1 and 2, the participants read texts either once or twice, rated their comprehension for each text, and then were tested on the material. In both experiments, correlations between comprehension ratings and test scores were reliably greater for participants who reread texts than for participants who read texts only once. Furthermore, in contrast to the low levels of accuracy typically reported in the literature, rereading produced relatively high levels of accuracy, with the median gamma between ratings and test performance being +.60 across participants from both experiments. Our discussion focuses on two alternative hypotheses-that improved accuracy is an artifact of when judgments are collected or that it results from increased reliability of test performance-and on evidence that is inconsistent with these explanations for the rereading effect.
For decades, researchers have examined visual search. Much of this work has focused on the factor... more For decades, researchers have examined visual search. Much of this work has focused on the factors (e.g., movement, set size, luminance, distractor features and proximity) that influence search speed. However, no research has explored whether people are aware of the influence of these factors. For instance, increases in set size will typically slow down target detection; yet no research has measured participants' metacognitive awareness of this phenomenon. The present research explores this area by integrating a visual search task with a metacognitive monitoring paradigm. All of the explored factors influenced search latency. However, all of the factors except target presence influenced ratings. Saliency and suppression are discussed as two possible explanations for the results. Future directions for extending the theory and the practical benefits of this research are also outlined.
Journal of the American Academy of Child & Adolescent Psychiatry, 1997
To examine the association of moderate levels of prenatal alcohol exposure with learning and beha... more To examine the association of moderate levels of prenatal alcohol exposure with learning and behavior in early adolescence. A population-based cohort of 464 children were followed longitudinally from birth to age 14 years. Alcohol exposure was assessed via in-depth maternal self-report in the fifth month of pregnancy. At age 14, learning and behavior were assessed with multiple measures, tapping parent, teenager, and psychologist viewpoints, drawn from adolescent laboratory examination and parent phone interview. The underlying pattern of association between prenatal alcohol and adolescent outcome was detected using partial least-squares statistical techniques; confounding factors were dealt with by regression methods. Analyses revealed a statistically significant, subtle relationship between greater prenatal alcohol use and increased behavior/learning difficulties during adolescence, even after accounting for other developmental influences. "Binge" maternal drinking and exposure early in pregnancy were associated with a profile of adolescent antisocial behavior, school problems, and self-perceived learning difficulties. Fetal alcohol exposure (even at "social drinking" levels) is associated with developmental difficulties in adolescence that are consistent with problems seen earlier in life. Clinicians should understand the potential role prenatal alcohol exposure plays in behavioral and cognitive problems.
Objective: To determine the overall reliability and factors that might affect the reliability of ... more Objective: To determine the overall reliability and factors that might affect the reliability of ratings of students" clinical skills in a medicine clerkship.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The typical finding from research on metacomprehension is that accuracy is quite low. However, re... more The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing) but only when these tasks are performed at a delay rather than immediately after reading (K. W. Thiede & M. C. M. Anderson, 2003; K. W. Thiede, M. C. M. Anderson, & D. Therriault, 2003). The delayed and immediate conditions in these studies confounded the delay between reading and generation tasks with other task lags, including the lag between multiple generation tasks and the lag between generation tasks and judgments. The first 2 experiments disentangle these confounded manipulations and provide clear evidence that the delay between reading and keyword generation is the only lag critical to improving metacomprehension accuracy. The 3rd and 4th experiments show that not all delayed tasks produce improvements and suggest that delayed generative tasks provide necessary diagnostic cues about comprehension for improving metacomprehension accuracy.
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy,... more The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
We explored whether exposure to different kinds of comprehension tests during elementary years in... more We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7 th and 8 th graders. This research was conducted in a kindergarten through eighth grade charter school with an expeditionary learning curriculum. In literacy instruction, teachers emphasize reading for meaning and inference building, and they regularly assess deep comprehension with summarization, discussion, dialogic reasoning and prediction activities throughout the elementary years. The school recently expanded, doubling enrollments in 7 th and 8 th grades. Thus, approximately half of the students had long-term exposure to the curriculum and the other half did not. In Study 1, metacomprehension accuracy using the standard relative accuracy paradigm was significantly better for long-time students than for newcomers. In Study 2, all students engaged in delayedkeyword generation before judging their comprehension of texts. Metacomprehension accuracy was again significantly better for long-time students than for newcomers. Further, the superior monitoring accuracy led to more effective regulation of study, as seen in better decisions about which texts to restudy, that led, in turn, better comprehension. The results suggest the importance of early exposure to comprehension tests for developing skills in comprehension monitoring and self-regulated learning.
Uploads
Papers by Keith Thiede