Download or read book Metacognitive Judgments and Performance written by and published by . This book was released on 2007 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: The question of how students manage and allocate their study time is a complex problem, consisting of decisions regarding switching between material, stopping studying, deciding what to prioritize, how long to study given material, and what learning goals to set. The first project detailed investigates switching decisions, investigating how students choose to switch between lists. Several experiments investigate the effects of self-efficacy on metacognitive judgments and study behaviors such as study time, study strategies, and goal setting and achievement. The third project investigates metacognitive framing, a factor that may influence metacognitive judgments, and potentially, study behaviors. The last project examines the influence of different kinds of study scenarios on metacognitive judgments, specifically, repeated testing, spaced restudy, and massed study. Together, these lines of work show evidence of how metacognitive judgments are influenced, how students choose to switch between materials, and how students enact study strategies to achieve learning goals.
Download or read book Handbook of Metacognition in Education written by Douglas J. Hacker and published by Routledge. This book was released on 2009-06-15 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Download or read book Metacognition written by John Dunlosky and published by SAGE Publications. This book was released on 2008-09-24 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is the first textbook to focus on people′s extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology. Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries currently on the cutting-edge of research. Key Features Emphasizes the practical relevance of theory and research in metacognition to learning with the use of "Application" boxes Introduces students to important questions that have yet to be answered by the metacognitive research literature with the inclusion of "Mystery" boxes Provides three easy-to-conduct demonstrations (e.g., tip-of-the-tongue experience, delayed-judgment-of-learning effect, etc.) that students can try themselves Offers brief biographies that introduce students to some of the most influential leaders in metacognition Includes a general summary at the end of each chapte Intended Audience This text is an ideal resource for undergraduate cognitive psychology students. It also serves as comprehensive handbook for more advanced students and psychological scientists engaged in the study of metacognitive processes.
Download or read book Metacognition written by Patrick Chambres and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The object of this volume is to promote the interaction, and indeed construct a synergistic reciprocity between the functional perspective on metacognition and the analytical perspective. The authors examine the role of metacognition in activities as varied as classroom learning, piloting airplanes, and eyewitness testimony. The ideas and questions developed in the book will give a dynamic impulse to research in the field.
Download or read book Applied Metacognition written by Timothy J. Perfect and published by Cambridge University Press. This book was released on 2002-11-14 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher Description
Download or read book Intelligent Tutoring Systems written by Roger Nkambou and published by Springer. This book was released on 2018-06-01 with total page 541 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the proceedings of the 14th International Conference on Intelligent Tutoring Systems, IST 2018, held in Montreal, Canada, in June 2018. The 26 full papers and 22 short papers presented in this volume were carefully reviewed and selected from 120 submissions. In the back matter of the volume 20 poster papers and 6 doctoral consortium papers are included. They deal with the use of advanced computer technologies and interdisciplinary research for enabling, supporting and enhancing human learning.
Download or read book International Handbook of Metacognition and Learning Technologies written by Roger Azevedo and published by Springer Science & Business Media. This book was released on 2013-04-23 with total page 746 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
Download or read book The Oxford Handbook of Metamemory written by John Dunlosky and published by Oxford University Press. This book was released on 2016 with total page 593 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes. Each chapter in this authoritative guide highlights a different facet of metamemory research, including classical metamemory judgments; applications of metamemory research to the classroom and courtroom; and cutting-edge perspectives on continuing debates and theory. Chapters also provide broad historical overviews of each research area and discussions of promising directions for future research. The breadth and depth of coverage on offer in this Handbook make it ideal for seminars on metamemory or metacognition. It would also be a valuable supplement for advanced courses on cognitive psychology, of use especially to graduate students and more seasoned researchers who are interested in exploring metamemory for the first time.
Download or read book Metacognition written by Janet Metcalfe and published by Psychology Press. This book was released on 2013-11-26 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue on the psychology of knowing about knowing bridges the parallels between social and cognitive psychology. It further illustrates the benefits of pursuing in depth these connections and the phenomena and implications associated with them.
Download or read book Trends and Prospects in Motivation Research written by Anastasia Efklides and published by Springer Science & Business Media. This book was released on 2007-05-08 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents up-to-date basic research in motivation and self-regulation and an overview of the field, with particular emphasis on issues such as change of motivation, effects of context and culture on motivation, relations of cognition and affect in motivation and self-regulation, and motivation in school, in sports, and in the aged.
Download or read book Self efficacy Self doubt and Metacognitive Judgments for Exam Performance in College Classrooms written by Marissa Kay Hartwig and published by . This book was released on 2006 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Download or read book The Cambridge Handbook of Consciousness written by Philip David Zelazo and published by Cambridge University Press. This book was released on 2007-05-14 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Cambridge Handbook of Consciousness is the first of its kind in the field, and its appearance marks a unique time in the history of intellectual inquiry on the topic. After decades during which consciousness was considered beyond the scope of legitimate scientific investigation, consciousness re-emerged as a popular focus of research towards the end of the last century, and it has remained so for nearly 20 years. There are now so many different lines of investigation on consciousness that the time has come when the field may finally benefit from a book that pulls them together and, by juxtaposing them, provides a comprehensive survey of this exciting field. An authoritative desk reference, which will also be suitable as an advanced textbook.
Download or read book Metacognition Fundaments Applications and Trends written by Alejandro Peña-Ayala and published by Springer. This book was released on 2014-10-30 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is devoted to the Metacognition arena. It highlights works that show relevant analysis, reviews, theoretical, and methodological proposals, as well as studies, approaches, applications, and tools that shape current state, define trends and inspire future research. As a result of the revision process fourteen manuscripts were accepted and organized into five parts as follows: · Conceptual: contains conceptual works oriented to: (1) review models of strategy instruction and tailor a hybrid strategy; (2) unveil second-order judgments and define a method to assess metacognitive judgments; (3) introduces a conceptual model to describe the metacognitive activity as an autopoietic system. · Framework: offers three works concerned with: (4) stimulate metacognitive skills and self-regulatory functions; (5) evaluate metacognitive skills and self-regulated learning at problem solving; (6) deal with executive management metacognition and strategic knowledge metacognition. · Studies: reports research related to: (7) uncover how metacognitive awareness of listening strategies bias listening proficiency; (8) unveil how metacognitive skills and motivation are achieved in science informal learning; (9) tackle stress at learning by means of coping strategies. · Approaches: focus on the following targets: (10) social metacognition to support collaborative problem solving; (11) metacognitive skills to be stimulated in computer supported collaborative learning; (12) metacognitive knowledge and metacognitive experiences are essential for teaching practices. · Tools: promotes the use of intelligent tutoring systems such as: (13) BioWorld allows learners to practice medical diagnostic by providing virtual patient cases; (14) MetaHistoReasoning provides examples to learners and inquiries about the causes of historical events. This volume will be a source of interest for researchers, practitioners, professors, and postgraduate students aimed at updating their knowledge and finding targets for future work in the metacognition arena.
Download or read book Implicit Memory and Metacognition written by Lynne M. Reder and published by Psychology Press. This book was released on 2014-01-14 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is a term that spans many sub-areas in psychology and means different things to different people. A dominant view has been that metacognition involves the monitoring of performance in order to control cognition; however, it seems reasonable that much of this control runs implicitly (i.e., without awareness). Newer still is the field of implicit memory, and it has different connotations to different sub-groups as well. The editor of this volume takes it to mean that a prior experience affects behavior without the individual's appreciation (ability to report) of this influence. Implicit memory and metacognition seem to be at two opposite ends of the spectrum -- one seemingly conscious and control-oriented, the other occurring without subjects' awareness. Do these processes relate to each other in interesting ways, or do they operate independently without reference to each other? The relatively novel conjecture that much of the control of cognition operates at an implicit level sparked Reder's desire to explore the interrelationship between the two fields. Developed within the last two decades, both fields are very new and generate a great deal of excitement and research interest. Hundreds of articles have been written about metacognition and about implicit memory, but little if any material has been published about the two areas in combination. In other words, Metacognition and Implicit Memory is the first book attempting to integrate what should be closely linked efforts in the study of cognitive science.
Download or read book The Cognitive Neuroscience of Metacognition written by Stephen M. Fleming and published by Springer Science & Business Media. This book was released on 2014-01-31 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is the capacity to reflect upon and evaluate cognition and behaviour. Long of interest to philosophers and psychologists, metacognition has recently become the target of research in the cognitive neurosciences. By combining brain imaging, computational modeling, neuropsychology and insights from psychiatry, the present book offers a picture of the metacognitive functions of the brain. Chapters cover the definition and measurement of metacognition in humans and non-human animals, the computational underpinnings of metacognitive judgments the cognitive neuroscience of self-monitoring ranging from confidence to error-monitoring and neuropsychiatric studies of disorders of metacognition. This book provides an invaluable overview of a rapidly emerging and important field within cognitive neuroscience.
Download or read book Factors That Influence Metacognitive Judgments Effects at Encoding in the Presence of Diagnostic Cues and After Incidental Encoding written by Adam Bradley Blake and published by . This book was released on 2018 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: People prefer methods that involve subjectively easier and faster processing fluency, and emphasize performance when making judgments about their learning. Studying cue-target pairs feels much easier than seeing a cue and laboring to retrieve an answer, and reading words in larger and clearer fonts feels easier. When people see information (like logos or flags) very often, they tend to think that they are easier to remember and consistently bias their confidence upward. The first set of studies (Chapter 2) examines a current debate in metamemory research regarding the roles of fluency (Rhodes & Castel, 2008a) and belief cues (Mueller, Dunlosky, Tauber, & Rhodes, 2014) in the construction of judgments of learning (JOLs). The results provide clear confirmatory evidence for the effects of belief on JOLs, though these data neither support a pure fluency hypothesis nor a pure belief-based hypothesis. I discuss an additive effect of perceptual fluency and belief on JOLs, and present possible mechanisms that may interact to influence and bias JOLs. In a second set of experiments (Chapter 3), I consider the generalizability of paired-associate learning for foreign-language vocabulary to the medical domain. Results show better cued-recall performance for translations compared to medications, though JOLs are somewhat insensitive to learning. Lastly, research on everyday attention suggests that frequent interaction with objects often does not benefit memory or metamemory for them. Across three experiments in Chapter 4, participants gave confidence judgments and completed eight-alternative forced-choice tests of the US, Canadian, and Mexican flags. In Experiment 1, environmental availability was correlated with confidence for the US flag, despite similar recognition performance at a saturated time point in the US (July 4th) and a neutral time point (Aug. 6th). In Experiment 2 and Experiment 3 I assess two techniques for improving both memory and metamemory for these types of materials. Via a draw-study paradigm, I introduce disfluency to improve performance, demonstrating a powerful metacognitive debiasing intervention and extending theories of errorful learning by highlighting the role of attention.
Download or read book Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control written by Tyler Miller and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is defined as a person's awareness of the capabilities and vulnerabilities of their own cognition and also encompasses the actions that a person takes as a result of that awareness. The awareness and actions that a person takes are known as monitoring and control respectively. The relationship between accurate monitoring and improved control and performance has been borne out in multiple research studies. Unfortunately, people's metacognitive judgments are far from perfect; for low performers, that inaccuracy is most often in the form of overconfidence. Attempts to improve metacognitive monitoring and control have led to mixed results. The purpose of the experiments here was to examine whether participants could use confidence in their predictions to recalibrate subsequent performance predictions and to determine if improved metacognitive monitoring would confer benefits to metacognitive control. Would participants become less overconfident and would they then decide to study longer to improve performance? In three experiments, participants made predictions about their upcoming memory performance and reported their confidence that their predictions were accurate. Participants then adjusted their predictions so that they could be more confident the prediction was accurate. Experiment 1 served as a proof of concept - it established that confidence judgments could be used to improve metacognitive monitoring accuracy. Experiment 2 explored the boundary conditions of the calibration improvement effect. The results revealed that continuous improvement in performance predictions was possible after reporting confidence. And finally, Experiment 3 showed that participants' improved monitoring accuracy did not influence metacognitive control, which in this study was allocation of study time. One possible reason why reporting confidence did not affect metacognitive control was that participants required feedback about the benefits of confidence judgments before the improved calibration effect would influence their decisions to allocate study time. Future research will examine the influence of reporting confidence and other interventions to improve calibration and performance.
