Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy

Martine Baars*, Tamara van Gog, Anique de Bruin, Fred Paas

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Research on expository text has shown that the accuracy of students' judgments of learning (JOLs) can be improved by instructional interventions that allow students to test their knowledge of the text. The present study extends this research, investigating whether allowing students to test the knowledge they acquired from studying a worked example by means of solving an identical problem, either immediately or delayed, would enhance JOL accuracy. Fifth grade children (i) gave an immediate JOL, (ii) a delayed JOL, (iii) solved a problem immediately and then gave a JOL, (iv) solved a problem immediately and gave a delayed JOL, or (v) solved a problem at a delay and then gave a JOL. Results show that problem solving after example study improved children's JOL accuracy (i.e., overestimation decreased). However, no differences in the accuracy of restudy indications were found. Results are discussed in relation to cue utilization when making JOLs.
Original languageEnglish
Pages (from-to)382-391
JournalApplied Cognitive Psychology
Issue number3
Publication statusPublished - May 2014

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