{"title":"The effect of writing script on efficiency and metacognitive monitoring in inferential word learning","authors":"","doi":"10.1007/s11409-024-09380-3","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>The writing system – the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems – can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as metacognitive monitoring of word learning). By contrast, differences in metacognition and learning performance do not emerge when words are presented auditorily. To measure metacognition, we assessed retrospective confidence by asking participants to rate their certainty about the correctness of their responses. As this direct question raises a person’s conscious awareness of how well they have learned a particular lexical unit, it allowed us to measure those aspects of metacognition that are modulated by consciousness. Such consciousness comes into play when a word is associated with an object. Differences in conscious awareness of the word learning success when words are represented visually make differential demands on word learning across languages and modalities. The observed differences between populations using different writing systems and between perceptual modalities may potentially modulate the effectiveness of vocabulary acquisition activities during foreign language learning.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"128 1","pages":""},"PeriodicalIF":3.9000,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Metacognition and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11409-024-09380-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The writing system – the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems – can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as metacognitive monitoring of word learning). By contrast, differences in metacognition and learning performance do not emerge when words are presented auditorily. To measure metacognition, we assessed retrospective confidence by asking participants to rate their certainty about the correctness of their responses. As this direct question raises a person’s conscious awareness of how well they have learned a particular lexical unit, it allowed us to measure those aspects of metacognition that are modulated by consciousness. Such consciousness comes into play when a word is associated with an object. Differences in conscious awareness of the word learning success when words are represented visually make differential demands on word learning across languages and modalities. The observed differences between populations using different writing systems and between perceptual modalities may potentially modulate the effectiveness of vocabulary acquisition activities during foreign language learning.
期刊介绍：
The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills.
Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed.
Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices.
One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
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