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

学习过程中的认知和元认知过程依赖于准确的监控，这项研究考察了正确反应反馈的直接项目级知识对认知监控准确性的影响。在可选的基于计算机的课程结束时复习课中，将参与者（n  = 68）随机分配到各个组中，以接收即时的逐项反馈（IF）或无即时反馈（NF）。逐项监视包括自信心自报告。两天后，参与者完成了保留测试（IF = NF，无显着差异）。复习课期间的监控准确性很低，与即时反馈相反，与预期相反，监控准确性显着降低（IF <NF，​​Cohen's d = .62）。描述性数据显示：（1）监视准确性可以归因于超出实际项目难度的线索；（2）在项目难度与作为非单调函数的置信度判断相关的情况下，观察到了“难易”效果；（3）响应置信度为由Coh-Metrix维数词具体性预测在IF和NF治疗中，（4）对于NF观察到置信度的显着自相关（滞后），但对于IF没有观察到。监视似乎是基于多个线索，有时甚至是相互竞争的线索，每种线索的显着性在某种程度上都与内容的难度有关，但是个人响应样式的稳定性在监视中起着实质性的作用。这项调查表明，需要新的技术应用来实时监控多种措施，以更好地了解SRL流程，以支持所有学习者。