Item-level monitoring, response style stability, and the hard-easy effect

Cognitive and metacognitive processes during learning depend on accurate monitoring, this investigation examines the influence of immediate item-level knowledge correct response feedback cognition monitoring accuracy. In an optional end-of-course computer-based review lesson, participants (n = 68) were randomly assigned to groups receive either item-by-item (IF) or no (NF). Item-by-item consisted confidence self-reports. Two days later, completed a retention test (IF NF, significant difference). Monitoring accuracy lesson was low, contrary expectations significantly less with < Cohen’s d .62). Descriptive data shows that (1) can be attributed cues beyond actual item difficulty, (2) hard-easy effect observed where difficulty related judgements as non-monotonic function, (3) predicted by Coh-Metrix dimension Word Concreteness in both IF NF treatments, (4) autocorrelations (hysteresis) for measures but not IF. It seems likely is based multiple sometimes competing cues, salience each relates some degree content stability individual styles plays substantive role monitoring. This need new applications technology fly better understand SRL support all learners.