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1
Battersby, Doug. "Knowing and feeling in late modernist fiction : Nabokov, Beckett, Banville, Coetzee." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/18950/.
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This thesis explores the relationships between knowing and feeling in the fiction of four late modernist writers: Vladimir Nabokov, Samuel Beckett, John Banville, and J. M. Coetzee. My approach is informed by and builds upon Derek Attridge’s claim that literary works are best understood as ‘events’ performed through acts of reading. The thesis shows how these writers’ works explore knowing and feeling both through the description of characters’ experiences and through the cognitive and affective experiences these descriptions give rise to in readers. Capturing this demands a slower and more textually immersed mode of close reading than is customary in academic criticism, and my chapters therefore focus on a single text by each author: Nabokov’s Ada or Ardor (1969), Beckett’s Ill Seen Ill Said (1982), Banville’s Ancient Light (2012), and Coetzee’s Waiting for the Barbarians (1980). The introduction to this thesis argues that contemporary criticism continues to be shaped by the epistemological bias which has been present in literary studies since the heyday of the New Critics. This bias is conspicuously evident in critical accounts of Nabokov, Beckett, Banville, and Coetzee, and the originality of my readings partly derives from the predisposition of other critics prematurely to resolve the cognitive and affective uncertainties generated by these authors’ works. I argue that these writers stage intensely enigmatic feelings which their subjects try to know, and that these experiences of knowing and not knowing are themselves affective. Each chapter examines an epistemological-affective state which is particularly prominent in the author’s work, namely: ambivalence, undecidability, disorientation, and uncertainty. In a coda to the thesis, I suggest that, beyond contributing to critical understanding of Nabokov, Beckett, Banville, and Coetzee, the larger ambition of this study is to argue for and exemplify a mode of close reading which is better able to capture the singularity of aesthetically difficult literary fictions.
2
Morson, Suzannah Marie. "Subjective experiences at memory retrieval : the feeling of knowing and beyond." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/6409/.
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When we fail to retrieve an item from memory we often experience the sensation that we do know the missing item, it just cannot be recalled right now. Memory is more than retrieval or non-retrieval, it also has a number of sensations and experiences associated with it. The aim of this thesis was to examine subjective experiences at retrieval failure and their association with manipulations of memory accuracy. This was achieved by the use of an existing metacognitive judgement, the feeling of knowing (FOK), and by the development of two novel metacognitive measures, the judgement of retrieval failure (JORF) and the global feeling of knowing (GFOK). In addition to experimental manipulations of memory, these judgements were also examined within populations who typically exhibit memory deficits; healthy older adults and patients diagnosed with early stage dementia. Chapter 2 focused on semantic and episodic FOK in ageing, identifying an age-related selective deficit in episodic FOK accuracy. Chapter 2 also observed that FOK accuracy increased in young and older adults in line with increases in recall accuracy over repeated learning trials. Chapter 3 explored manipulations of retention and retrieval, observing reliable changes in FOK magnitude as recall accuracy was affected, while effects on FOK accuracy were not necessarily in agreement with recall performance. Chapter 4 considered the underlying assumptions of the FOK experience, and proposed a new model of FOK based within the signal detection theory framework. Chapter 5 established two novel measures of retrieval failure, JORF and GFOK. These measures were found to be sensitive to manipulations of memory, and also appear to be preserved in patients with early stage dementia. This thesis provides an important extension to the existing literature on the FOK as well as identifying novel directions for metacognitive theory.
3
MacLaverty, Stephanie Nicole. "Are age-related differences in episodic feeling-of-knowing accuracy influenced by the timing of the judgment?" Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/29687.
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Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2008.Committee Chair: Hertzog, Christopher; Committee Member: Rogers, Wendy; Committee Member: Schumacher, Eric. Part of the SMARTech Electronic Thesis and Dissertation Collection.
4
Knoll, Melissa A. Z. Marks. "The Effects of Expertise on the Hindsight Bias." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242920562.
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Perrotin, Audrey. "Métamémoire : Feeling-of-Knowing en mémoire épisodique et fonctions exécutives dans le vieillissement normal et le mild cognitive impairment." Tours, 2007. http://www.theses.fr/2007TOUR2012.
Full textAbstract:
Le jugement de Feeling-of-knowing (i. E. , sentiment de savoir) est une fonction de la métamémoire qui permet d'évaluer l'état de sa mémoire lors de la recherche d'une information. L'objectif du travail était d'étudier, avec une approche neurocognitive, la précision des jugements de Feeling-of-knowing concernant les informations stockées en mémoire épisodique. Dans un premier temps, cette capacité a été évaluée au cours du vieillissement normal (Expérience 1) et dans le Mild cognitive impairment (Expérience 2). Les résultats montrent un déclin de la précision du Feeling-of-knowing dans ces deux populations. Dans un second temps, l'objectif était d'identifier les processus cognitifs à l'origine de la précision du Feeling-of-knowing (Expérience 3). Les résultats soulignent le rôle central des fonctions éxécutives, lesquelles agiraient en interaction avec les processus mnésiques. A la lumière de ces constats, des hypothèses pour modéliser le Feeling-of-knowing sont proposéesThe Feeling-of-knowing judgment is a metamemory function that allows monitoring one's memory state in the course of the retrieval stage. The objective of the work was to study, through a neurocognitive approach, the accuracy of FOK judgments about information stored in episodic memory. First, this ability was assessing in the course of normal aging (Experiment 1) and in the Mild cognitive impairment (Experiment 2). The results show impaired Feeling-of-knowing accuracy in these two populations. Second, the aim was to identify the cognitive processes underpinning the Feeling-of-knowing accuracy (Experiment 3). The results highlight the central role of executive functioning, which may act in interaction with memory processes. In the lignht of these reports, some hypotheses to a Feeling-of-knowing model are proposed
6
Howard, Charlotte Emma. "Memory and metamemory in patients with temporal lobe epilepsy." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2257.
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It is well established that patients with temporal lobe epilepsy (TLE) commonly report memory difficulties. The aim of this thesis was to use a novel approach adopting Nelson & Narens' (1990) theoretical framework to investigate whether metacognitive knowledge and memory performance were differentially disrupted in patients with TLE. More specifically, investigating to what extent poor memory in TLE could result from inadequate metamemory monitoring, inadequate metamemory control or both. Experiment I employed a combined Judgement-of-Learning and Feeling-of-Knowing task to investigate whether participants could monitor their memory successfully at both the item-by-item and global levels. The results revealed a dissociation between memory and metamemory in TLE patients. TLE patients presented with a clear episodic memory deficit compared with controls yet preserved metamemory abilities. Experiments 2 and 3 explored the sensitivity approach to examine metacognitive processes that operate during encoding in TLE patients and controls. Both these experiments demonstrated that TLE patients were sensitive to monitoring and control processes at encoding. The final experiment further investigated memory performance by examining the role of lateralisation of the seizure focus using material specific information and the 'Remember-Know' paradigm. The findings from the verbal task provided partial support to the material-specific hypothesis. The results from these experiments are discussed in terms of their association with executive functioning and memory deficits in TLE, and have important implications for future research examining memory and metamemory in TLE patients and other clinical populations.
7
Somerville, Jacqueline Gannon. "Development and Psychometric Evaluation of Patients' Perception of Feeling Known by Their Nurses (PPFKN) Scale." Thesis, Boston College, 2009. http://hdl.handle.net/2345/662.
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Thesis advisor: Dorothy JonesThe importance of the nurse-patient relationship to the overall well- being of the person has been explored extensively by nurses. What is largely missing from this knowledge developed to date is the patient's perspective. The purpose of this study was to develop a reliable and valid measure of patients' perceptions of feeling known by their nurses during an acute, surgical, hospital admission. The development of the PPFKN Scale was guided by Newman's theoretical framework of Health as Expanding Consciousness (1994) and data from a qualitative descriptive study conducted in 2003 (Somerville). The current investigation focused on the development and psychometric testing of the PPFKN Scale. The four themes that emerged from the earlier qualitative study were used to guide the development of the 85-item scale. This scale was exposed to a panel of nurse experts to establish inter-rater agreement and content validity, item understandability and readability. The revised scale was piloted with five participants who had experienced an inpatient, surgical admission to determine content validity, item readability and understandability. The revised 77-item scale was then administered to 327 surgical inpatients across seven general care units at a large academic urban medical center. A sample size of 296 completed surveys was analyzed. A four-component solution was devised using Principal Components Analysis with Varimax rotation. This four-component solution accounted for 63.3% variance, with a total scale Cronbach's alpha coefficient of 0.99. A component loading cut-off was set at 0.3 and items not loading at this value on the expected component were dropped. This process resulted in a reliable and valid 48 item PPFKN Scale with four components and a total scale Cronbach's alpha coefficient of 0.98
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
8
Sacher, Mathilde. "Impact de la division de l'attention sur le feeling-of-knowing en mémoire épisodique : hypothèse d'une réduction des ressources attentionnelles au cours du vieillissement." Thesis, Tours, 2009. http://www.theses.fr/2009TOUR2007.
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Le Feeling-of-Knowing (FOK) traduit l'expérience subjective de posséder une information en mémoire alors que l'on ne peut pas y accéder actuellement. Le jugement de FOK est une fonction métamnésique permettant d'évaluer l'état de sa mémoire lors de la récupération. Les capacités d'évaluation mnésique sont centrales pour guider la régulation du fonctionnement mnésique. L'objectif de ce travail était d'étudier les mécanismes à la base de la précision des jugements de FOK en mémoire épisodique. Trois expériences ont été menées afin d'examiner les effets de l'âge et de la division de l'attention lors des phases d'encodage, de rappel et de jugements de FOK sur la précision du FOK. Nos résultats révèlent que l'évaluation mnésique est coûteuse en ressources attentionnelles et suggèrent que les différences liées à l'âge sur la précision du FOK seraient dues à une réduction des ressources attentionnelles avec l'âge. La qualité de l'encodage et de l'évaluation mnsésique contribueraient au FOKFeeling-of-knowing (FOK) represents the subjective experience that information is available in memory while this information cannot be currently accessed. The FOK judgement is a metamemory function that allows monitoring one's memory state in the course of retrieval. The ability to monitor stored information in memory is central to guide the regulation of memory functionning. The aim of this work was to study mechanisms underlying the accuracy of FOK judgements about information stored in episodic memory. Three experiments were conducted in order to examine effects of both aging and divided attention in each phase of an episodic FOK task on metamemory processes. Our findings indicated that monitoring required attentional resources, and supported the idea taht the age-related decline in episodic FOK accuracy was depending on attentional resources limitation associated with aging. The quality of memory encoding and the quality of memory monitoring eem essential to predict accurate FOK
9
Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.
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Contemporary theories of learning suggest that successful learners are active in the
learning process and that they tend to use a number of metacognitive processes to
monitor learning and remembering. Drawing on the theoretical framework of Nelson
and Narens (1992), the current study examined the effect of certain variables on
metamemory processes and on students' ability to recall and recognise learned
material.
The present study explored the effect of four independent variables on five dependent variables.
The independent variables were:
1. degree of learning (responses given until 2 or 8 times correct),
2. judgment of learning (JOL) timing (given immediately after learning session or 24
hours later),
3. retention interval between study and test (2 or 6 weeks), and
4. type of material studied (sentences, in or out of context).
The dependent variables were:
1. judgement of learning (JOL),
2. confidence rating,
3. feeling of knowing (FOK),
4. recall, and
5. recognition..
As ancillary analyses, the study explored, firstly, whether gender differences had an
effect on meta-level and object-level memory, and secondly, whether students who
recalled more also made more accurate metamemory judgements.
The effects of the independent variables on recall and recognition were consistent
with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to
take into account the effect of the interval between learning and testing. Students who
made immediate JOLs did not allow for the effect of the time interval on retention. A
further new finding was that gender appeared to have had an influence on JOLs.
The findings about the effects of timing of JOLs and of gender effects on JOL have
implications for metacognitive theory and will stimulate further research.
The practical significance of this research, particularly the implications for study skills
training for all students, was that educators cannot presume that students will correctly
predict what they will recall after six weeks if they make that judgement immediately
after learning has occurred. Therefore, the effects of the passage of time on memory,
and the efficacy of delaying judgments, should be made explicit.
The finding that the manipulation of JOL timing has a significant effect on the
accuracy of judgements has implications in the wider area of educational policymaking
and for the current debate on competencies and quality assurance. Learning
cannot be considered a simple process and when a large component of learning is selfdirected,
as it is in tertiary institutions and increasingly in schools, many variables are
operating.
10
Jönsson, Fredrik. "Olfactory Metacognition : A Metamemory Perspective on Odor Naming." Doctoral thesis, Uppsala University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5821.
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Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.
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Barger, Brian. "Do Dilemmas on a Moral Judgment task Elicit Feeling States Known to Affect Information Processing?" TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/455.
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The role of emotion in the process of moral decision making has become of interest in recent years (Haidt, 2001). At the same time, emotion researchers are beginning to understand that different basic emotion states (i.e., joy, anger) lead to different information processing styles (Aspinwall, 1998; Nabi, 2003). Skoe, Eisenberg, and Cumberland (2002) found evidence that the feeling states of anger and sympathy are present in moral judgment tasks. Unfortunately, aside from anger, Skoe et al. (2002) primarily focused on emotion terms that have not been experimentally linked to changes in information processing. This study extended the findings of Skoe et al. (2002) by finding: 1) Participants reported a decrease in feelings of positive emotions and an increase in anger and sadness in response to dilemmas used on traditional moral judgment tasks. 2) No differences were found in emotional responses between the self-oriented and other-oriented moral dilemmas. 3) Answering the reasoning sections appears to attenuate sadness on Self-Oriented moral judgment tasks and joy and surprise on Other-Oriented moral judgment tasks. 4) Gender differences were found in that females reported higher levels of sadness than males across all conditions.
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Chiu, Chien-Yeh, and 邱建業. "Feeling-of-Knowing Ability in Patients with Schizophrenia." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/46879583200003280636.
Full textAbstract:
碩士國立臺灣大學
心理學研究所
99
Context: Cognitive insight in patients with schizophrenia is crucial for clinical management of cognitive deficits. Traditionally, self-reported inventories have been used to assess cognitive insight. However, their validity and reliability are vulnerable to various factors. One experimental paradigm, the Feeling-of-Knowing (FOK) procedure, measures metamemory, might overcome this vulnerability. However, only a few studies have employed FOK paradigm to examine this issue and their results was ambiguous. The present study is thus to explores this issue. Objective: To examine the following issues: (1) Do schizophrenia patients as a group evidence the FOK deficit? (2) Is the FOK change in schizophrenia homogeneous in nature? (3) What neurocognitive mechanism might account for the FOK deficit? Design: Case-control study. Setting: Outpatient clinic of the Department of Psychiatry, National Taiwan University Hospital, Taipei, Taiwan. Participants: Forty patients with schizophrenia and 40 demographically matched normal healthy controls were recruited in the study. Main Outcome Measures: FOK accuracy was assessed by recall-judgment-recognition task, and the performance was expressed by the Hamann coefficient. Neurocognitive function was assessed, including general IQ, executive function, and memory tests. Results: On the group level, patients with schizophrenia had impaired FOK ability and evidenced a disposition to underestimate their memory performnce. However, the FOK ability among patients was variable, and 42.5% of patients exhibited a below chance level performance. There were marked relationships between FOK and set formation and visual recognition abilities in healthy controls, while such feature was not evident in the patient group. Conclusions: Based on the present results, we suggested that our patient’s FOK deficit might be due to prefrontal related dysfunction of intra-psychic monitoring and the utilization of mental resources. Since metamemory plays an important role in daily living and cognitive rehabilitation, we suggest that this function measure should be included in regular neuropsychological assessments of schizophrenia patients.
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Souchay, C., and Sarah J. Smith. "Episodic and Semantic Feeling-of-Knowing in Parkinson's disease." 2010. http://hdl.handle.net/10454/7024.
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Wang, Ya-Ling, and 王雅齡. "Episodic Memory Feeling-of-Knowing in Early Demented Patients with Alzheimer’s Disease." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/25776842261630047215.
Full textAbstract:
碩士國立成功大學
行為醫學研究所
95
Literature regarding whether the early demented patients with Alzheimer’s disease (AD) have deficits in the feeling of knowing (FOK) function of episodic memory is scanty, and issues of whether these patients evidence executive dysfunction and of the underlying neuropsychological mechanism for FOK function have been controversial. The present study was explored these issues in questionably and mildly demented patients with AD. A total of 90 adult participants including, 30 questionably and 30 mildly demented patients with AD, and 30 normal healthy controls matched for the sex, age, and education level participated in this study. All subjects received a RJR paradigm task and a battery of neuropsychological tests, mainly including memory and executive function measures. The results revealed that both questionably and mildly demented patients’ performance on the FOK judgment task was significantly poorer than that of normal control counterparts, and these demented patients evidenced deficits of executive function other than memory impairment. Most of the demented patients with defective function of FOK also manifested impairments of memory and executive function. These results partially confirm findings evident in the literature, and we further suggest that deficits of both memory and executive function might account for the impairment of FOK in our demented patients. Nonetheless, since majority of our current aging people including demented ones in Taiwan are low-educated, the verbal FOK task used in this study might not be adequate for them. Further investigation on this issue in these low-educated demented patients is necessary.
15
Tseng, Ling-Ming, and 曾令明. "Recasting the Feeling of Knowing – A Meta-analysis Study Using Probability Models." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/44204781185757192296.
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碩士國立臺灣大學
心理學研究所
99
Feeling of Knowing (FOK) judgments refer to the feelings an individual has regarding his or her knowledge for a specific subject, more specifically whether or not that knowledge exists within memory. And the study of accuracy of FOK is to evaluate how accurate the feeling reflect the actual presence or absence within memory. Corresponding to the recall-judgment-recognition paradigm, psychologists used the statistical testing, the correlation coefficients, and the conditional probabilities as the index of the accuracy of FOK. However, none of these indexes can purely and stably reflect the accuracy of FOK. I review and analysis the deficits of these indexes from logical, methodological, and cognitive processing viewpoints, and propose a new probability model. In this model, the accuracy of FOK is viewed as a parameter of a latent variable. According to the meta-analysis, this parameter can differentiate normal and amnestic patient subject, and also duplicate several past researches. It shows that the modeling technic is a more proper way for analysis the accuracy of FOK.
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Moore, Gwen I. "Feeling and knowing: A study of the relationship between emotional response and literary competence." Thesis, 1996. http://hdl.handle.net/1911/16959.
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The method proposed by David Bleich in Readings and Feelings has been studied in a small group to determine if emotional involvement with literary works may be increased and, if so, what effect such increase would have on traditional literary competence. Results show that Bleich's method does increase emotional involvement with concurrent improvement in literary skills, particularly in the selection of more significant themes for student writing. Discussion of the method's application in regular classrooms is included.
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Sun, Yu-Hsuan, and 孫鈺玹. "Visual- and Auditory-Based Episodic Memory Feeling-of-Knowing in Individuals with Subjective Cognitive Decline." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5sa8jc.
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碩士國立臺灣大學
心理學研究所
107
Background Subjective Cognitive Decline (SCD) in cognitively unimpaired individuals has been recognized as a possible sign predicting future decline to mild cognitive impairment (MCI) and Alzhemier’s Disease (AD). Individuals with SCD showed atypical findings in brain regions that are associated with subjective feeling and memory monitoring. Thus, the current study aimed to examine whether the performance pattern on the episodic memory feeling of knowing (FOK) paradigm measures in individuals with SCD is comparable to that of patients with MCI and AD, and whether individuals with SCD exhibit different performance pattern on visual- and auditory-modality FOK tests. Methods A total of 88 adult participants (aged 50 to 85), including 4 groups, healthy control (HC), SCD, MCI and AD, were recruited in the present study. Each participant received visually and aurally episodic memory feeling-of-knowing (FOK) paradigm and a battery of neuropsychological tests. Results On the visual FOK test, the performance scores were not significantly different between SCD and HC, and between SCD and MCI while the score differences between SCD and AD were remarkable. The HC’s performance significantly overpowered the two patient groups. On the auditory FOK test, the performance scores between participants of HC and SCD were not significantly different while the scores of both HC and SCD were significantly different from the two patients groups. Conclusion. Based on the present results of meta-memory functioning study, we suggest that individuals with SCD may be placed on the stage between health aging and pathological aging. However, further study on a large scale and different memory tests on this issue is necessary.
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Hsu, Li-ru, and 徐麗茹. "A Study of Relationships between Feeling of Knowing about English Reading Strategy Use and Reading Comprehension of Taiwanese College Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/48491066646396741951.
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碩士國立彰化師範大學
英語學系
91
This study aimed to investigate differences between GES (General Education System) students and TVES (Technological and Vocational Education System) students in terms of their English reading awareness, feeling of knowing (FOK) about strategy use, reading performance. This study was also designed to examine the relationships between FOK about strategy use and reading performance of GES and TVES students in vocabulary, cloze and comprehension. The subjects were 283 freshmen; however, there were finally 265 valid data, including 159 GES and 106 TVES students. The instruments of the study involved the demographic questionnaire, the reading comprehension test of GEPT, and the inventory of reading strategy use. The collected data were analyzed by percentages, t-test, and Pearson product-moment correlation. The major findings of the study were summarized as follows: (1) GES students seemed to have more confidence in reading English than TVES students. In reading effectiveness, TVES students tended to regard "translate unknown words” as effective. Both GES and TVES students tended to regard “drawing semantic maps” as less effective. In reading difficulties, both TVES and GES students were bothered by “insufficient general vocabulary size”, “get the overall meaning of the text”, and “realize the organization of the text”. In repair strategies, GES and TVES students’ favorite strategy was to “go back to a point before the problematic part and reread from there”. It appeared that differences of metacognitive awareness between GES and TVES students were also found in these categories. (2) GES students were more aware of strategy use in vocabulary and cloze than the TVES students. Although there was a slight difference between GES and TVES students’ FOK about comprehension strategies, the difference did not achieve statistically significance in this study. (3) The GES students outperformed the TVES students either in the vocabulary, cloze, or comprehension section of GEPT. There was a wide gap between GES and TVES students’ reading abilities in vocabulary, cloze, and comprehension. (4) For GES students, significant correlations were found between FOK about cloze strategy use and cloze performance, and between FOK about comprehension strategy use and comprehension performance, but no significant correlation between FOK about vocabulary strategy use and vocabulary performance. (5) For TVES students, significant correlations were found between FOK about vocabulary strategy use and vocabulary performance, and between FOK about cloze strategy use and cloze performance, but there was no significant correlation between FOK about comprehension strategy use and comprehension performance. On the basis of the study findings, some pedagogical implications are provided. (1) Before conducting metacognitive strategy training, teachers should use a strategy inventory or conduct interviews or think-aloud protocols to diagnose students’ awareness of reading strategies. (2) A remedial class may be needed to help students who lag behind in terms of metacognitive awareness. Teachers should conduct strategy instruction through explicit explanation, modeling, guided practice, and student independent application. (3) Teachers should emphasize both global and local strategies in class at the same time and lay different techniques for students to choose from and improve reading strategy use in vocabulary, cloze and comprehension.
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Souchay, C., and Sarah J. Smith. "Subjective states associated with retrieval failures in Parkinson's disease." 2013. http://hdl.handle.net/10454/6880.
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Instances in which we cannot retrieve information immediately but know that the information might be retrieved later are subjective states that accompany retrieval failure. These are expressed in feeling-of-knowing (FOK) and Tip-of-the-tongue (TOT) experiences. In Experiment 1, participants with Parkinson's disease (PD) and older adult controls were given general questions and asked to report when they experienced a TOT state and to give related information about the missing word. The PD group experienced similar levels of TOTs but provided less correct peripheral information related to the target when in a TOT state. In Experiment 2, participants were given a Semantic (general knowledge questions) and an Episodic (word pairs) FOK task. PD patients failed to accurately predict their future memory performance (FOK) in response to both episodic and semantic cues. Results are interpreted in the context of recent frameworks of memory and metacognition.
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Lee, Pin-Huey, and 李品慧. "Evidence of caring reception and caring dimensions of knowing, feeling, and action among the Taipei middle school students and its associated moral implications." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/73423190808399887254.
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碩士國立臺灣師範大學
教育學系
95
The purpose of this research is to explore the existing situation of ‘care’ among public middle students in Taipei with questionnaires, and then to analyze the differences or correlations between their personal backgrounds. Through literature reviews, the concept caring structure was mainly based on ‘ethics of care’ as proposed by Carol Gilligan and Nel Noddings. The concept of caring is divided into passive ‘caring reception’ from family members, classmates and teachers, and active ‘caring response’ which contains three dimensions, knowing, feeling and action. As a result, we have made the following conclusions: 1. To Stabilize the caring will and implement it to actions depended on both knowing and feeling dimensions of caring. 2. Students’ devotion to care in the actual situation did not entirely reflect on the degrees of relationship. 3. Development of affectionate attitude to others is first noted in those close to us; however, the ultimate goal of moral education is to enable our students to treat all subjects with emotions. 4. Trying to convey the sense of caring by intimate relationships alone may weaken the concept of caring itself and interfere with the quality of interaction. However, doing so with rationality alone will render the concept of caring to instrumental responses. 5. The emotional feedback brought by the progress of caring practice made individuals value more highly of feelings among care. 6. The existing promotion of care about recognition aspect did not succeed in making students start to take caring actions. 7. Teenagers regard the care as a reciprocal relationship; when they feels others no longer care for them, a negative feedback may have occurred. 8. Students’ gender was not the only element affecting their caring behavior, since more harmful factors lurked in the gap between socio-economic status and academic achievement. 9. The key to facilitate caring practice lay in shaping school culture of care and help individuals reach to their self-realization. Finally, the suggestions based on the conclusions above are made to provide references for the school administrators, teachers, family members, and future researchers to improve the ethics of care and moral education.
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Moulin, C. J. A., C. Souchay, H. Williams, Sarah J. Smith, and C. J. Rathbone. "Feelings of remembering and knowing: Memory and aging from a first-person perspective." 2009. http://hdl.handle.net/10454/6975.
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