Interaction of learning awareness and task difficulty in single-solution anagram performance

The study examined the changes in awareness after learning single-solution anagrams of 120 normal undergraduate students. Awareness of learning proces ses includes students' knowledge of learning strategies and ability to cont rol their own cognitive activities. Students were administered a Learning A wareness Questionnaire in pre-post conditions and learning 15 single-soluti on anagrams. Anagrams of low, medium, and high difficulty were presented ve rtically or horizontally on a computer monitor. Accuracy and latency of res ponse were the dependent measures. Latency for correct judgment was higher for vertical presentation regardless of difficulty. Response accuracy was h igher for medium and high difficulty and comparable at low difficulty. The significant interactions of learning awareness x task difficulty suggested that the mean learning awareness score was lower for vertically presented a nagrams and for the difficult task. Clearly task difficulty affects awarene ss of learning.