摘要：AbstractIn the present paper I examine the literature on individuals’ ability to accurately assess their level of understanding of texts (termed calibration of comprehension) and discuss research on the many factors that influence calibration accuracy. The calibration literature has largely revealed that individuals’ assessment skills are frequently inaccurate and inflated. These mismatches between assessments of performance and actual performance have important educational and real world implications.
关键词：Metacognition;calibration of comprehension;metacomprehension
