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Fujie, Márcia Akemi. "Monitoramento metacognitivo em adultos analfabetos funcionais e absolutos." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9113.
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Self-regulation refers to thoughts, feelings and actions that are planned and cyclically adapted so as to make the individual reach their goals. Within the self-regulation is the metacognitive monitoring, the ability with which the individual follows and evaluates their own cognition. The present study was divided into two studies, both aimed to investigate the metacognitive monitoring of illiterate adults using the metacognitive judgement, a measure of the metacognitive monitoring, in cognitive tasks that evaluate the general factor of intelligence, processing speed and short-term memory. The relation between the real performance and the estimated performance was also investigated, including in which cognitive task the real performance related more to the estimated performance. In addition, we investigated which type of judgment model – the only difference between the two studies – was the most accurate. The participants of Study (1) included 34 functional or fully illiterate adults, from both genders, and age between 40 and 60 years old; and participants of Study (2) included 15 functional or fully illiterate adults, from both genders, and age between 20 and 74 years old. The instruments utilized were: Initial Interview, R-1 Test and subtests Digit Symbol-Coding, Symbol Search and Digit Span from the Wechsler Adult Intelligence Scale III (WAIS III), Judgment Register from 0 to 10, Judgement Register from 0 to 100 and Judgement Register with the use of a metric object. Results indicated that the real performance of the subjects, in both studies, were lower when compared to subjects with a greater level of education, and, according to the Pearson product-moment correlation coefficient, there was a significant correlation between the real performance and the estimated performance in the subtest Digit Symbol-Coding in Study 1, and significant correlation between real and estimated performance in the subtests Digit Symbol-Coding, Digit Span and Symbol Search in Study 2. In addition, results indicated that the judgment made with a metric object presented he most accurate measures.
A autorregulação refere-se aos pensamentos, sentimentos e ações que são planejados e ciclicamente adaptados para o alcance dos objetivos traçados pelo indivíduo. Dentro dessa totalidade, encontra-se o monitoramento metacognitivo, que é a habilidade pela qual o sujeito “acompanha” e avalia sua própria cognição. Foram realizados dois estudos, ambos com o objetivo investigar o monitoramento de adultos analfabetos, por meio do julgamento, entendido como uma medida do monitoramento metacognitivo, sobre o desempenho em tarefas cognitivas que avaliam o fator geral de inteligência, a velocidade de processamento e a memória de curto prazo. Também foi investigada a existência de diferenças nas relações entre desempenhos reais e estimados e em quais tarefas cognitivas o desempenho real mais se relaciona ao desempenho estimado. Além disso, investigou-se qual o modelo de registro de julgamento foi o mais acurado, sendo o tipo de modelo utilizado a única diferença entre os estudos. Participaram do Estudo (1) 34 analfabetos funcionais ou absolutos, de ambos os gêneros e com idade entre 40 e 60 anos, e, no Estudo (2), 15 analfabetos funcionais ou absolutos, de ambos os gêneros e com idade entre 20 e 74 anos. Os materiais utilizados para a coleta de dados foram: Entrevista Inicial (EI), Teste R-1 e os subtestes Código, Procurar Símbolos e Dígitos da Escala Wechsler de Inteligência para Adultos III (WAIS III), Registro de Julgamentos de 0 a 10, Registro de Julgamentos de 0 a 100 e Registro de Julgamentos a partir de um objeto de medida. Os resultados indicaram que, em ambos os estudos, os escores reais dos participantes foram mais baixos quando comparados com sujeitos de maior escolaridade das amostras normativas dos instrumentos. A partir das correlações de Pearson, observou-se no Estudo 1 uma correlação significativa entre o desempenho real e o julgamento do desempenho no subteste Códigos; e, no Estudo 2, correlações significativas entre o desempenho real e o julgamento de desempenho nos subtestes Códigos, Dígitos e Procurar Símbolos. Ainda, os resultados indicaram que o julgamento de desempenho a partir de um objeto de medida foi o que apresentou as medidas mais acuradas.
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Mörck, Robin C. "Are Metacognition and Mindfulness related concepts?" Thesis, Örebro University, School of Law, Psychology and Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8487.
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This study was conducted to examine the primary theoretical relation between metacognition andmindfulness. 98 university students participated, the possible influence of their age and number ofeducation years on the concepts were also examined. A short version of the MetacognitiveAwareness Inventory along with the Philadelphia Mindfulness Scale were employed to measure theconcepts. The results indicated that awareness, a central component of mindfulness wassignificantly related to metacognition. The results suggest that the concepts to some extent areinterrelated. Comparisons were made between students above, and below the median of age (22),and education years (1.5); no significant differences in metacognition or mindfulness were found.Neither were age and education years together significantly associated with the concepts.
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Martin, Jean-Remy. "Schizophrenia and metacognition." Phd thesis, Université Pierre et Marie Curie - Paris VI, 2014. http://tel.archives-ouvertes.fr/tel-01020826.
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Over the course of my PhD I have investigated issues related to two main areas of investigation in cognitive science, namely Schizophrenia and Metacognition. My dissertation is divided in two parts: the first part includes three experimental studies (two studies in healthy subjects and one study in people with schizophrenia) and two theoretical studies addressing specific aspects of schizophrenia; the second part includes four theoretical studies addressing the role of metacognition in specific debates in philosophy and cognitive science of perception. I have explored two symptomatic expressions of schizophrenia, thought insertion and experiences of activity, as well as a potential cognitive bias, namely the potential presence of perceptual persistence biases. With respect to metacognition, I have investigated ways in which consideration of the role of metacognitive feelings (the experiential output of metacognitive processes) could shed new light on important current debates in analytical philosophy and cognitive science. The issues I have focused on are: the problem of hallucinations, the debate about cognitive penetrability (i.e., whether or not higher-order cognitive states may influence perceptual processes), the perception of absences and sensory substitution.
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Hurme, T. R. (Tarja-Riitta). "Metacognition in group problem solving—a quest for socially shared metacognition." Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262708.
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Abstract The aim of this study was to explore metacognition, specifically socially shared metacognition within computer-supported collaborative problem solving. Another aim of this study was to find methodological solutions for uncovering how metacognition becomes visible and shared in group problem solving in a text-based and asynchronous learning environment. During this dissertation study, two empirical experiments were performed. Participants in the first experiment were secondary school students (N=16) who worked with the Knowledge Forum (KF) learning environment. In the second experiment, triads of pre-service teachers’ (N=18) problem solving was supported by the Workmates (WM) learning environment. The data of this study consist of discussion forum data, self-report questionnaires, and individual’s feeling of difficulty graphs. In the data analysis, quantitative and qualitative research methods, along with individual and group level analyses, were combined to provide a deeper understanding of the phenomena being studied. A qualitative content analysis of the computer notes at the cognitive, metacognitive and social level were first analysed at the individual level, which made visible individual thinking and characterized the nature of the online discussions. In the interpretation phase, the categorizations were interpreted as group level processes in order to examine the contextual development of collaborative problem solving. To accomplish this, a process-oriented graph of group problem solving was developed. Further, to understand how socially shared metacognition in group problem solving can be related to individual metacognition, especially metacognitive experiences, group members’ individual feelings of difficulty were combined with the results of the discussion forum data. The results of this study show that the process of socially shared metacognition is a differentiator in the success of a group’s mathematical problem solving. Socially shared metacognition requires that group members participate in joint problem solving intentionally and reciprocally, acknowledge each other’s thinking and develop their ideas further. In other words, the process of socially shared metacognition has intention to steering the discussion rather than exchanging ideas about possible ways to solve the tasks. Further, the results of this study suggest that if the process of socially shared metacognition emerges, then the most of students will be able to reduce their feelings of difficulty. The results of this study suggest that socially shared metacognition is a complex and extra-ordinary group-level phenomenon. Socially shared metacognition could become more visible if participants focus on analysing the task and verifying the process as well as the outcome of the problem solving instead of exploring and implementing various unelaborated solution efforts. While socially shared metacognition fosters success in group problem solving, it also helps individual’s thinking grow as a part of the groupTiivistelmä Tässä tutkimuksessa selvitetään metakognition, erityisesti sosiaalisesti jaetun metakognition, ilmenemistä tietokoneavusteisessa yhteisöllisessä matematiikan ongelmanratkaisussa. Tutkimuksen tavoitteena on myös kehittää aineiston analysointimenetelmiä metakognition ja erityisesti sosiaalisesti jaetun metakognition tutkimiseksi. Tutkimus koostuu kahdesta empiirisestä osatutkimuksesta. Ensimmäisessä tutkimuksessa koehenkilöinä olivat erään perusasteen yläkoulun seitsemännen luokan suomalaiset oppilaat. Toisessa tutkimuksessa koehenkilöinä toimivat ensimmäisen vuosikurssin suomalaiset luokanopettajaopiskelijat. Molemmissa tutkimuksissa yhteisöllisen ongelmanratkaisuprosessin tukena käytettiin tekstipohjaiseen, eriaikaiseen vuorovaikutukseen perustuvia oppimisympäristöjä: Knowledge Forumia ja Työporukkaa (engl. WorkMates, WM). Tutkimusaineisto koostuu verkkokeskustelukommenteista, kyselylomakkeista sekä ongelmanratkaisutehtävän jälkeen piirretyistä graafeista, jotka ilmentävät tehtävän aikana koettua vaikeuden tunnetta. Ongelmanratkaisuprosessia kuvaavassa analyysissa yhdistetään sekä kvalitatiivisia että kvantitatiivisia menetelmiä sosiaalisesti jaetun metakognition tutkimiseksi. Verkkokeskusteluaineistoa analysoidaan yksilötasolla kvalitatiivisen sisällönanalyysin periaatteiden mukaisesti. Osallistujien tallentamat verkkokeskustelukommentit on luokiteltu kognitiivisiksi, metakognitiivisiksi tai sosiaalisiksi viesteiksi. Viestien sisällön tulkinta perustuu ainoastaan kirjoitettuun tekstiin eikä osallistujien ajatteluun viestien taustalla. Verkkokeskusteluaineistoa tulkitaan ryhmätasolla erilaisten visualisointimenetelmien, kuten sosiaalisen verkostoanalyysin ja ryhmän ongelmanratkaisua kuvaavan graafin, avulla. Sosiaalisesti jaetun metakognition yhteyttä yksilön metakognitioon, erityisesti tehtävään liittyvään vaikeuden tunteeseen, tutkitaan ryhmän ongelmanratkaisua kuvaavien graafien, verkkokeskustelukommenttien ja ongelmanratkaisutehtävän jälkeen piirrettyjen tehtävän aikana koettua vaikeutta kuvaavien graafien avulla. Sosiaalisesti jaettua metakognitiota ei ilmene yleisesti ryhmän ongelmanratkaisussa. Tähän vaikuttaa muun muassa se, ettei ryhmissä kiinnitetä huomiota tehtävänantoon ja saadun ratkaisun oikeellisuuteen, vaan pääpaino ongelmanratkaisussa on ratkaisumenetelmien etsimisessä ja esitettyjen ehdotusten toteuttamisessa. Tämän tutkimuksen tulokset kuitenkin osoittavat, että sosiaalisesti jaettu metakognitio on ilmiönä monitahoinen. Tulosten perusteella sosiaalisesti jaettu metakognitio on myös tärkeä tekijä ryhmän ongelmanratkaisussa. Onnistuneessa ongelmanratkaisussa ryhmän jäsenet sitoutuvat yhteiseen prosessiin ja toimivat vastavuoroisesti perustellen esittämänsä ajatukset sekä huomioiden ratkaisun kannalta tärkeät kysymykset ja ratkaisuehdotukset. Tällöin on mahdollista, että sosiaalisesti jaettu metakognitio vähentää useimpien ryhmän jäsenten kokemaa vaikeuden tunnetta. Sosiaalisesti jaetulla metakognitiolla näyttää olevan tärkeä tehtävä paitsi ryhmän myös yksilön ajattelussa
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Wiezbicki-Stevens, Kathryn. "Metacognition developing self-knowledge through guided reflection /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/126/.
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Simone, Duca. "Logical constraints on metacognition." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539753.
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Boldt, Annika. "Metacognition in decision making." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5d9b2036-cc42-4515-b40e-97bb3ddb1d78.
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Humans effortlessly and accurately judge their subjective probability of being correct in a given decision, leading to the view that metacognition is integral to decision making. This thesis reports a series of experiments assessing people’s confidence and error-detection judgements. These different types of metacognitive judgements are highly similar with regard to their methodology, but have been studied largely separately. I provide data indicating that these judgements are fundamentally linked and that they rely on shared cognitive and neural mechanisms. As a first step towards such a joint account of confidence and error detection, I present simulations from a computational model that is based on the notion these judgements are based on the same underlying processes. I next focus on how metacognitive signals are utilised to enhance cognitive control by means of a modulation of information seeking. I report data from a study in which participants received performance feedback, testing the hypothesis that participants will focus more on feedback when they are uncertain whether they were correct in the current trial, whilst ignoring feedback when they are certain regarding their accuracy. A final question addressed in this thesis asks which information contributes internally to the formation of metacognitive judgements, given that it remains a challenge for most models of confidence to explain the precise mechanisms by which confidence reflects accuracy, under which circumstances this correlation is reduced, and the role other influences might have, such as the inherent reliability of a source of evidence. The results reported here suggest that multiple variables – such as response time and reliability of evidence – play a role in the generation of metacognitive judgements. Inter-individual differences with regard to the utilisation of these cues to confidence are tested. Taken together, my results suggest that metacognition is crucially involved in decision making and cognitive control.
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Crino, Natalie. "Metacognition and eating disorders." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12643.
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Cognitive theories of emotional disorder maintain that psychological dysfunction is associated with a disturbance in thoughts and beliefs. In contrast, the self-regulatory executive function theory of emotional disorder (Wells & Matthews, 1994), posits that psychological disturbance is associated with metacognitive beliefs that promote the use of dysfunctional metacognitive control strategies. The aim of the thesis was to investigate whether metacognitive beliefs and metacognitive control strategies are associated with symptoms and features of eating disorders. In pursuit of this aim, two studies were undertaken examining: features of cognition between diagnostic groups, and compared to a non-clinical group; the inter-relatedness of cognitive and metacognitive constructs and their associations with symptoms; strategy-use during body exposure and cognitive predictors of state- and physical appearance anxiety; cognitive and metacognitive predictors of early treatment response in patients undergoing cognitive behaviour therapy (CBT) for an eating disorder. In Study 1, 90 clinical- and 108 non-clinical participants engaged in a guided 3-minute body exposure task, and then completed questionnaires measuring affective state, and engagement in- and efficacy of thought control strategies. In Study 2, 103 clinical participants engaged in either day-hospital or outpatient CBT. After 12-weeks of treatment, symptom measures were re-administered. The overall results indicated that, firstly, eating disorder subgroups have a similar cognitive profile, but differ substantially from a non-clinical group. Secondly, the pattern of inter-relationships between cognitive and metacognitive variables was found to be multidimensional. Thirdly, the clinical group displayed a greater tendency to use maladaptive thinking strategies in general, but not under body exposure conditions. Fourthly, metacognitive variables were only found to be associated with features of the disorder that are not specific to eating disorders. However, they were found to predict degree of treatment change in dietary restraint, bulimia, body dissatisfaction and stress, which suggests that targeting metacognitive processes may be important for facilitating change in these symptoms.
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Capobianco, Lora. "Metacognition, stress & recovery." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/metacognition-stress--recovery(0992ac93-5bc4-4937-a758-5f0137f827c1).html.
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The thesis explored the role of metacognition, worry and rumination in stress and recovery and is grounded in the Self-Regulatory Executive (S-REF: Wells and Matthews, 1994) model. The concept of recovery is difficult to define and therefore, three definitions of recovery were used to ensure this concept was evaluated across a variety of contexts. A multi-method approach was used that incorporated both experimental and quasi-experimental designs, which included a review of the existing literature, experimental manipulations, cross-sectional and longitudinal designs. Data included psychological and physiological outcome measures that were evaluated in analogue and clinical samples. Chapters 1 and 2 provide an overview of the thesis and the methodologies used throughout. Chapter 3 (study 1) includes a systematic review of the literature on the role of metacognition in bouncing back from stress, which provides a backdrop for the thesis. The results highlighted that two aspects of metacognition (metacognitive beliefs and coping strategies) were found to be related to factors indicative of resilience. In particular, metacognitive beliefs were positively associated with increased stress levels, and worry and punishment were associated with increased stress symptoms. Chapters 4 and 5 were experimental manipulations of strategies central to the metacognitive model (worry and rumination) and metacognitive beliefs (e.g., thought importance), and evaluated their effects on recovery from stress. Thinking styles and metacognitive beliefs delayed recovery from psychological stress with some evidence of different impacts on psychological and physiological indices. Subsequent to this Chapter 6 focused on further validation of the Detached Mindfulness Questionnaire and confirmed the five factor solution of the scale. Chapter 7 evaluated the metacognitive predictors of resilience, psychological distress (anxiety and depression), and clinically defined recovery from stress. Negative metacognitive beliefs and detachment were found to predict resilience such that increased resilience was associated with increased detachment and decreased negative metacognitive beliefs. In addition, negative metacognitive beliefs positively predicted psychological distress two months after initial assessment, while greater detachment positively predicted recovery from psychological distress. Finally chapters 8 and 9 evaluated the role of metacognition in recovery from stress in clinical populations (individuals receiving group metacognitive therapy). Predictors of change in metacognitive therapy were evaluated using SEM, which demonstrated that changes in metacognitive beliefs precede changes in symptoms of distress. Finally, a feasibility study was conducted of two psychological therapies (MCT and MBSR) in treating a transdiagnostic sample. Both treatments were found to be acceptable and feasible, and preliminary evidence indicated that metacognitive therapy may be the more effective intervention. The results produced two broad themes. The first is that metacognitive beliefs and thinking styles impacted on recovery from stress, which was found across populations, settings, and definitions of recovery. The second is that the detachment component of detached mindfulness predicted recovery from stress, such that greater detachment was associated with an increased probability of recovering. Further research is needed to explore the effect of metacognition on additional aspects of recovery. In summary, the thesis supports the idea that metacognition and thinking styles as implicated in the S-REF model play an important role in recovery.
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Shub, Samantha Jo. "Metacognition in adolescent writers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1781.
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Erskine, Dana Lynn. "Effect of Prompted Reflection and Metacognitive Skill Instruction on University Freshmen's Use of Metacognition." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/1984.
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Research in metacognition has long demonstrated that applying metacognitive strategies improves students learning and performance. Incoming college and university freshmen are not typically trained in using the metacognitive skills that could enhance their academic performance and their satisfaction with the college experience. This study attempted to assess first-year university students' metacognitive awareness and usage at two levels: (a) After direct and specific metacognitive training, (b) after engaging in weekly metacognitive reflection assignments. Six classes of university freshmen were studied in terms of their use of metacognitive skills and strategies as they progressed through their initial semester. Four of the six classes were trained in metacognitive skills and strategies using the Metacognitive Skill Instruction. Two of these four classes were prompted to specifically reflect on their use of metacognitive skills and strategies. The other classes were not prompted about their use of metacognition. Students' metacognitive performance was assessed at the end of the semester using the Metacognitive Awareness Inventory. Results show there was no initial difference between groups yet a significant difference between posttest and retrospective pretest scores was found for all three groups at the end of the term.
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Erskine, Dana Lynn. "Effect of prompted reflection and metacognitive skill instruction on university freshmen's use of metacognition /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3373.pdf.
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Lloyd, Marianne E. "Reducing conjunction errors with metacognition." Diss., Online access via UMI:, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3165057.
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Pratt, Deborah L. "Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4165.
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Reading strategies are consciously controlled actions learners execute in order to aid comprehension. The effectiveness of strategies is increased with metacognitive awareness. Researchers have created instruments to raise metacognitive awareness targeted for native and highly proficient L2 readers. This article outlines the creation of a new survey, the Contextualized Inventory of Metacognitive Awareness for novice to low-intermediate L2 readers. Unlike other instruments, this survey contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified, narrative reading passages. The survey was piloted at an Intensive English Program with 88 subjects. The overall readability of the survey had a Lexile score of 350L and a Coh-Metrix score of 35. The initial reliability of the survey was .69. Pedagogical uses and academic implications of the new survey are discussed.
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Nosen, Elizabeth. "Metacognition and cravings during smoking cessation." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42587.
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Nicotine cravings are important predictors of smoking cessation difficulty and relapse. Metacognitive models suggest that the ways people think about and respond to cravings may affect how severe cravings become. Specifically, appraising cravings to mean something awful about oneself or one’s quit attempt (i.e., as meaning one is weak-willed, destined to fail, or out of control) is predicted to increase distress. Negative affect is then theorized to trigger further craving and motivate unhelpful coping responses such as thought suppression and rumination.
The present study examined evidence for this metacognitive model using an experimental paradigm. One hundred and seventy-six adult smokers participated in two lab sessions either during or preceding a cessation attempt; during the first session, participants received metacognitive, control or no psychoeducation. Dependent variables were assessed using ecological momentary assessment and questionnaires four days later.
Metacognitive models predict that overly negative beliefs increase cravings and withdrawal-related distress. Consistent with this hypothesis, metacognitive beliefs correlated with increased distress and withdrawal symptoms among both continuing smokers and active quitters. Providing psychoeducation challenging maladaptive beliefs about cravings did not causally impact craving or smoking four days later, but psychoeducation was associated with differential diurnal variation in cravings. Specifically, abstinent smokers experienced lower cravings early and later in the day if they received metacognitive psychoeducation.
An alternative directional hypothesis suggests that withdrawal symptoms increase beliefs. Consistent with this, changes in negative affect predicted changes in metacognitive beliefs. Quitting smoking did not causally impact beliefs, but successfully abstinent smokers showed a greater decline in overly negative craving interpretations. Regarding metacognitive responses, cessation increased use of reappraisal, distraction and suppression, but there were no differences in strategies used by successful and unsuccessful abstainers. Only rumination predicted smoking one month later.
Overall, results provide partial support for metacognitive models. Causal effects of beliefs on withdrawal symptoms (and vice versa) were not detected but nonexperimental results imply a bidirectional relationship. Future research on rumination and certain types of metacognitive beliefs is warranted. Examination of clinical applications of metacognitive models would also be valuable, particularly among depressed smokers or as an adjunct to behavioural approaches to smoking cessation.
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.
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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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Leonard, Lucy. "Metacognition and recovery style in psychosis." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10324/.
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Section A reviews the literature which has investigated variables found to relate to recovery style in individuals with psychosis. Studies exploring the attachment, self-esteem, depression and executive functioning are evaluated and conclusions drawn. Section B reports the findings of an empirical study investigating the relationship between metacognition, recovery style, anxiety and depression in a community sample of individuals with psychosis. Objective; Research has shown that individuals with psychosis will either integrate their experience of psychosis or seal the experience over. Little is known about what leads to these different styles of recovery but poor attachment, depression, low self-esteem and poor executive functioning have been linked to a sealing-over style. This study hypothesised that sealing is linked to unhealthy metacognitive beliefs and also to higher levels of anxiety and depression. Method; Forty-three participants with a diagnosis of psychosis were recruited. They completed the Metacognitions Questionnaire-30, Recovery Style Questionnaire and the Hospital Anxiety and Depression Scale. Results; Correlational analysis revealed that only one facet of metacognition linked to sealing over; this being positive beliefs about worry and this was maintained when the effects of anxiety and depression were accounted for. Contrary to the hypothesis, recovery style did not correlate with anxiety or depression but unhealthy metacognition was linked to both anxiety and depression. Conclusions; The findings of this study suggest that a sealing-over recovery style may be linked to one specific area of metacognitive dysfunction. They also cast doubt on previous theories which link low mood to a sealing-over style. Limitations of this study include its cross-sectional design. Future research which expands on these findings is encouraged and longitudinal research is particularly called for. Section C provides a critical evaluation of the project, answering four questions regarding what the author has learnt from the study, what might have been done differently, how the study might affect the author‟s clinical work in future and possible future research directions.
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Ewing, James. "Metacognition and the teaching of writing." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413808.
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Massoni, Sébastien. "Essays on subjective probabilites and metacognition." Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010055.
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Les modèles de décision expliquent les choix par l'utilité et les probabilités subjectives. Si la première est bien étudiée les secondes restent assez peu comprises. Cette thèse étudie la formation des croyances subjectives et mesure leur qualité. La psychophysique et la théorie de détection du signal offrent des modèles permettant de prédire les choix et les croyances lors de tâches perceptives. La qualité des probabilités révélées, les capacités métacognitives, est ensuite mesurée en termes de calibration et discrimination. J'applique cette méthodologie issue des sciences cognitives à des choix économiques: décision dans le risque avec assurance et prédiction de succès. Finalement j'introduis une composante émotionnelle pour observer comment ces relations s'en tr~vent perturbées. Les résultats en termes de métacognition montrent que le mécanisme Probability Matching est la meilleure règle pour révéler les croyances, que la calibration et la discrimination ne sont pas liées et que si la calibration est stable entre types de jugements ce n'est pas le cas pour la discrimination, enfin l'anxiété améliore la métacognition. En termes de probabilités subjectives, je trouve que le paradigme cognitif est un outil puissant pour étudier les croyances mais les métacognitions rétrospectives et prospectives ne sont pas identiques. Néanmoins la discrimination qui est hétérogène entre sujets semble permettre d'explique les comportements à l'instar des préférences ou de la personnalité. Ces résultats montrent le potentiel de cette approche en termes de connaissance des processus de décision et d'explication des comportements observésDecision-making models explain behaviors by utility and subjective beliefs. While the first one is well-known, subjective probabilities remain less explored. This thesis studies the formation of subjective beliefs and measures their quality. Psychophysics and Signal Detection Theory offer powerful models to predict perceptual decisions and the subjective probabilities used. The quality of elicited probabilities, the metacognitive abilities, is then measured in terms of calibration (how probabilities match on average the realization of events) and discrimination (how their levels vary according to the fluctuation of events). 1 apply this methodology, imported from cognitive sciences, to study economic choices: decision under risk with insurance and predictive choices. Finally 1 introduce an emotional component to see how these mechanisms could be disturbed. ln terms of metacognitive abilities the results show that the Probability Matching mechanism is the best mie to reveal beliefs; that calibration and discrimination are unrelated and if calibration is stable across judgment types it is not the case for discrimination; that an anxious mood improves the metacognition. ln terms of subjective beliefs 1 found that if this cognitive paradigm is a powerful tool to study subjective probabilities, the retrospective and prospective metacognition are not identical. Nevertheless the discrimination ability which is heterogeneous across subjects cou Id be a new factor to explain behaviors in addition to preferences and psychological traits. These results highlight the potential of this approach in terms of the knowledge of the decision process and the explanation of observed behaviors
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Sandí-Ureña, Guillermo Santiago. "Design and validation of a multimethod assessment of metacognition and study of the effectiveness of metacognitive interventions." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1219850998/.
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Todorov, Ivo. "An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59023.
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Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, from delaying JOLs, yet the participants showed poor explicit knowledge of it, and neither did their choice of strategy improve with task experience. The results demonstrate the important role of correct assessment during ongoing learning, and that even experienced learners, such as, university undergraduates are seemingly unaware of which strategies lead to optimal monitoring.
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Peters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy." Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.
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Thesis (Ph.D.)--George Mason University, 2007.Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
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Quiles, Clélia. "Comment évaluer la métacognition ? Intérêts et limites de l’évaluation de la conscience métacognitive « on-line »." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0409/document.
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La première partie de ce travail de thèse est une revue de la littérature portant toutd'abord sur les origines du concept de métacognition et sur les différentes définitions etmodélisations du concept de métacognition proposées en sciences de l’éducation etpsychologie développementale. Sont ensuite abordées les expérimentations proposées dans lechamp de la psychologie cognitive et les études menées dans le domaine spécifique de lamétamémoire. L’utilisation en psychologie cognitive du concept de métacognition estégalement évoquée, à travers la littérature portant sur les liens existants entre métacognition etconscience de soi. Enfin, le dernier point abordé dans cette revue de la littérature porte surl’utilisation en pratique clinique du concept de métacognition, notamment concernant lesaltérations métacognitives dans la schizophrénie.La deuxième partie de la thèse est consacrée aux études expérimentales réalisées.L’objectif de ces études était de développer et d’explorer dans une population non clinique lescaractéristiques d’un outil de mesure de la conscience métacognitive sur la mémoire à courtterme, la mémoire de travail, la mémoire épisodique verbale, les fonctions exécutives, et lacognition sociale. Nous avons évalué dans une première étude l’impact de cette procéduremétacognitive sur les performances cognitives. Une deuxième étude avait pour objectifd'explorer la pertinence de l’utilisation de l’évaluation « on-line » de la consciencemétacognitive, pendant la tâche neuropsychologique, comparativement à une procédure «end-line », juste après la passation du test neuropsychologique, ainsi que l’impact des mesuresd’estime de soi, anxiété et symptomatologie dépressive sur les scores de consciencemétacognitive « on-line ».Dans la troisième partie de cette thèse, les résultats sont discutés, et mis enperspectives avec l’objectif, à savoir utiliser cet outil de mesure de la consciencemétacognitive auprès d’une population de sujets souffrant de schizophrénieThe first part of this thesis is a literature review focused on the origin, the differentdefinitions and models of the concept of metacognition in educational science anddevelopmental psychology. This literature review focused also on the cognitive psychologyexperiments, in the specific area of metamemory. The use of cognitive psychology concept ofmetacognition, through the literature on the links between metacognition and self-awarenessis then discussed. Finally, the last point in this literature review focused on the clinical use ofthe concept of metacognition, particularly concerning metacognitive alterations inschizophrenia.The second part of the thesis is devoted to experimental studies. The aim was todevelop and explore the characteristics of a metacognitive awareness measurement tool onshort-term memory, working memory, episodic memory verbal, executive functions andsocial cognition in a non-clinical population. The impact of this metacognitive process oncognitive performance, the relevance of an "on-line" metacognitive awareness measure(during the neuropsychological task), and an "end-line" metacognitive awareness measure(just after the award of neuropsychological testing) were explored. The impact of measures ofself-esteem, anxiety and depressive symptoms on metacognitive awareness scores "on-line"were studied.The third part of this thesis proposed to discuss the different results found and theappropriateness of using metacognitive awareness assessment tool with persons sufferingfrom schizophrenia
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Goh, Christine Chuen Meng. "Strategic processing and metacognition in second language listening Examining comprehension strategies and tactics, metacognitive knowledge and listening ability /." Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.265817.
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Goh, Christine C. M. "Strategic processing and metacognition in second language listening : examining comprehension strategies and tactics, metacognitive knowledge and listening ability." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265817.
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Worrall, Lisa Jayne Rosalind. "Model of metacognition in lifelong e-learning." Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26967/.
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Metacognition can be defined as “…thinking about thinking” or “…beliefs about beliefs” (Antaki and Lewis, 1986). The research aim of this thesis was to: 1) Discuss the philosophical foundations of knowledge, cognition and metacognition. 2) Put forward example learning and e-learning theories and models and discuss these with reference to Reeves’ (1997) original model of WWW based learning. 3) Provide a ‘focus beam’ of analysis of metacognition and lifelong e-learning. 4) Analyse the extended literature review and evaluate and discuss its potential contributions (and limitations) with reference to an extended and adapted version of Reeves’ (1997) model. 5) Analyse the empirical data and evaluate and discuss its potential contributions (and limitations) with reference an extended and adapted version of Reeves’ (1997) model. The ADAPT project consisted of forty learners, twenty six male and fourteen female, aged between eighteen and sixty years. The Sitec Training Ltd and Women’s Action Forum (WAF) subjects consisted of nine learners, of which four were male and five were female, aged between the ages of eighteen and sixty. The work of this thesis was built upon a research process of the literature and empirical data gathered from the ADAPT project (first) that highlighted the potential importance of metacognition within lifelong e-learning. This led to the additional empirical research from Sitec Training Ltd (second) and the Women’s Action Forum (WAF) (third) and an extended literature review. As a result of these works, the contribution of this thesis has put forward an extended and adapted version of Reeves’ (1997) model that attempts to re-address the current absence of lifelong, cyclical and flexible aspects of metacognitive processes within lifelong e-learning. This thesis has also put forward a skeletal practical model for the delivery of lifelong distance learning.
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Symes, Brent A. "The relationship between metacognition and vocational indecision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0012/MQ30034.pdf.
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Nielsen, Wendy S. "Group work and metacognition : an exploratory case." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7559.
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This dissertation is about how learners bring metacognitive understandings of themselves
as learners into a group learning context. It is about metacognitive knowledge, skills and
behaviors and how these impact and are impacted by the learners' engagement with group
problem-solving activity. For this study, group problem-solving activity is the important
interface between the understandings an individual has about him or herself, including content
knowledge, and the social environment of a collaborative problem-based activity system, such as
is common use in science classrooms. The process of using metacognition in a group setting is
how collective knowledge is built, and this study uses an activity theory framework to explore
interactions within the groups that involve metacognitive knowledge, skills and behaviors during
group problem-solving activity.
For this study, high school biology students who were studying invertebrate biology as
part of their Grade 11 Biology course attended a field trip visit to the Vancouver Aquarium,
where they reviewed the major phyla of the intertidal zone. In-class follow-up activities extended
the students' opportunities to engage with the general topic of ecology as it applies to intertidal
marine biology. Problem-solving activities were the focal point of the activity system as
conceived through the theoretical framework for the study.
Data gathering included paper records and digital video and audio from the problemsolving
activities and a video review activity where the groups watched themselves while they
were solving problems. Subsequent focus group and individual interviews asked students to
reflect on and elaborate the learning processes under way in their groups. The study gathered
rich, descriptive data of how met cognitive knowledge, skills and behaviors are brought into the
group context for learning. Results from the study indicate that open-ended problems offer
opportunity for engaging metacognition, and when these are brought into the group context, rich
possibilities for developing new understandings arise. In the group, others' thinking and learning
processes become objects for one's own metacognition. This is a key finding of the study.
Implications are discussed for teaching and learning science, including the development of
problems that engage learners on multiple levels so as to engage students' metacognitive
knowledge, skills and behaviors.
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Walton, Laura Carol. "Attachment and metacognition in borderline personality disorder." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/7591.
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Background: Borderline personality disorder (BPD) is a psychiatric diagnosis characterized by emotional and behavioural instability, and impaired ability to maintain relationships. Previous research has demonstrated an association between BPD and insecure attachment style. It has been argued that BPD is a disorder of attachment, with insecure attachment being associated with inadequate capacity to represent mental states, or to “mentalize”. There is evidence that people with BPD are impaired in their capacity to mentalize in the context of attachment relationships. The term “mentalization” encompasses a broad range of processes including metacognition. There is a theoretical basis for metacognitive deficits in BPD. However, there is a lack of empirical evidence regarding the role of metacognition in BPD and its relationship to adult attachment style. Method: Participants with BPD were recruited from Community Mental Health Teams, Clinical Psychology and a Dialectal Behaviour Therapy (DBT) service within NHS Highland. A comparison group of participants without BPD were recruited from the Clinical Psychology service, having been referred for symptoms of depression. Both groups were administered the Relationship Scales Questionnaire (RSQ)(a self-report measure of attachment); and a short version of the Metacognitions Questionnaire (MCQ-30). Severity of clinical symptoms and current mood was assessed using the Clinical Outcomes in Routine Evaluation (CORE) and the Hospital Anxiety and Depression Scale (HADS). Results: Participants with BPD scored significantly higher than those without BPD on the attachment-anxiety and attachment-avoidance dimensions of the RSQ. The BPD group also endorsed MCQ-30 items more than the comparison group. There was a significant difference between the groups on the MCQ-30 total score and four of the five subscale scores. There were significant positive correlations between attachment dimension scores and metacognition subscales. The strongest associations were between attachmentanxiety and “uncontrollability and danger” and “need to control thoughts” subscales of the MCQ-30. Only metacognition was predictive of current mood and distress levels. Conclusions: The results of this study show that people with BPD report high attachment-avoidance and attachment-anxiety in their relationships, relative to a non-BPD, depressed comparison group. These findings are consistent with the existing literature regarding the profile of attachment in BPD. This study also found that people with BPD also have more maladaptive metacognitions than people with symptoms of depression. An association between self-reported adult attachment style and maladaptive metacognitiion was demonstrated in the present study. Maladaptive metacognitive strategies and beliefs potentially contribute to maintenance of depressed and anxious mood, as well as broader symptoms of distress.
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Gama, Claudia Amado. "Integrating metacognition instruction in interactive learning environments." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413355.
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Watanabe, Arii. "Metacognition by western scrub-jays (Aphelocoma californica)." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607750.
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RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.
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Effeney, Gerard. "A case study investigating changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning." Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/6d64d83151bea85db890d23c64cf0cb43a9ac7d318709726568675bd8e466abb/6376502/Effeney_1994_A_case_study_investigating_changes_in.pdf.
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The purpose of this study was to investigate, through the use of case study approach, changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning.
The case study approach used in this research to address the research question was characterised by three stages: - Identification of the initial learning characteristics of the students.
- Identification of any changes in these learning characteristics following the exposure to teaching strategies aimed at promoting metacognitive learning.
- Monitoring the students’ perceptions of their own learning during this time using a variety of data sources.
Stages one and two were firstly applied to the class as a group, and provided a framework within which the more detailed investigation of the individual case studies were situated.
The use of the Learning Process Questionnaire (LPQ) as a means of identifying the general learning characteristics of the students was successful. The approach to learning identified by the LPQ for an individual student was very often confirmed by the other data sources. A second application of the LPQ did uncover changes in individual student’s approaches to learning, which, through student reflection sheets, semi-structured interviews and teacher reflection, were able to be investigated further.
The results seemed to indicate that in some cases, these changes in approaches were influenced by the teaching strategies used, but the extent to which metacognitive motives and strategies were adopted depended very much on their acceptance of the class and the individual students.
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Zampieri, Marília. "Investigação do monitoramento metacognitivo de crianças diante de medidas de capacidades intelectuais." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/6027.
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Metacognition can be defined as the knowledge people have about their own cognitive processes, which can help them plan, monitor, regulate and assess their cognitive activities. Studies in the field have produced instruments and measures designed to assess metacognitive performance, many of them based on Flavell s Model of Cognitive Monitoring andas well as Nelsons and Narens model. The present study focused on gaining a better understanding of metacognitive monitoring, which is usually assessed through judgements, which represents one way of measuring metacognition. The aim of the present study was to investigate children s metacognitive monitoring during the execution of three subtests of the BMI (Multidimensional Battery of Child Intelligence), based on the Cattell-Horn-Carroll s model of intelligence. The subtests chosen assessed quantitative knowledge, crystallized intelligence and fluid intelligence. Participants were 44 fifht-year students, and each child was individually evaluated. Following each of the subtests, children were asked to estimate their performance. Results showed that children s repertoire included metacognitive abilities, and some metacognitive monitoring rates were better for quantitative knowledge . When these abilities were compared relative to cognitive performance, those with the highest scores on the intelligence subtests demonstrated better metacognitive monitoring. These results, obtained with Brazilian children, are compared with results reported in the international literature, and the implications in terms of promoting metacognitive training are discussed.
A metacognição pode ser entendida como o conhecimento que o indivíduo possui sobre seu próprio funcionamento cognitivo, o que lhe permite planejar, monitorar, regular e avaliar suas atividades cognitivas. Estudos da área têm sido conduzidos para produzir instrumentos e medidas confiáveis do desempenho metacognitivo dos indivíduos, diversos deles tendo como referencial teórico os modelos formulados por Flavell e Nelson e Narens. Alguns destes instrumentos são escalas de autorrelato. O monitoramento metacognitivo, foco do presente estudo, é avaliado com frequência por meio dos julgamentos, que constituem outra ferramenta de avaliação da metacognição. O presente estudo teve como objetivo investigar o monitoramento metacognitivo de crianças durante a realização de três subtestes que compõem a Bateria Multidimensional de Inteligência Infantil: Desempenho em Matemática, Vocabulário Geral e Indução. O referencial teórico desta bateria é o Modelo Cattell-Horn-Carroll de inteligência e os subtestes referidos são destinados à avaliação das capacidades de conhecimento quantitativo, inteligência cristalizada e inteligência fluida, respectivamente. Participaram do estudo 44 alunos do quinto ano do Ensino Fundamental. Eles realizaram, individualmente, os três subtestes da BMI, e foram solicitados a emitir estimativas acerca de seu desempenho; estes julgamentos correspondem ao monitoramento metacognitivo. Os resultados indicaram que a amostra já apresenta habilidades de monitoramento cognitivo, e algumas medidas de monitoramento mostraram-se significativamente melhores para o subteste Desempenho em Matemática. Quando as habilidades de monitoramento foram comparadas de acordo com o desempenho cognitivo dos indivíduos, foram observados melhores índices de monitoramento metacognitivo nos indivíduos com melhor desempenho nos. Os dados são relevantes para confirmar, na população nacional, as informações da literatura internacional, e também para discutir a importância do incentivo e estímulo ao treinamento das habilidades metacognitivas.
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Larkin, Shirley Margaret. "Metacognition in year one : an exploration of metacognition in five and six year old children during a cognition acceleration programme." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/metacognition-in-year-one--an-exploration-of-metagognition-in-five-and-six-year-old-children-during-a-cognition-acceleration-programme(3edd0e1e-621b-4f5c-844b-ff6269f41ebe).html.
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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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Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education." Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.
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An extensive literature review identified emotional intelligence and metacognition had not been examined in medical education as integrated concepts in the reflective practice of medical residents. Continued research into the independent application of these concepts in medical education maintains a perspective that has permeated medical literature for 20 years. Research into emotional intelligence and metacognitive functioning and its’ influence on reflective practice in medical education acknowledges the need for more taxonomies of knowledge and skills. A quantitative correlational study was conducted utilizing Family Practice residents. Three valid and reliable assessment tools identified as the MSCEIT, MAI and Groningen were used in this study to determine emotional intelligence, metacognitive ability and reflective ability in Family Practice residents. Findings did not refute the null hypothesis identified as no statistical relationship exists between emotional intelligence and metacognition. Scores between males and females in emotional intelligence appeared descriptively different but not statistically significant. Emotional intelligence and metacognition did not predict strength in reflective ability based on residency year. Descriptive findings indicated female residents scored higher in perceiving emotions while male residents scored higher in thinking about their feelings. Female Family Practice residents scored higher than male Family Practice residents in metacognition each residency year. Females also scored higher than males in reflective practice in each of the three residency years. The small sample size in this study was an acknowledged limitation. Additional qualitative and quantitative research needs to be conducted to learn more about the integration of these three concepts in medical education. iv
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Bennett, Hazel Elaine. "Metacognition, memory disorganisation and post-traumatic stress symptoms." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491157.
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Most theoretical models of posttraumatic stress disorder (PTSD) assign an important role to the trauma memory. In particular, trauma memories are proposed to be disorganised and fragmented in those with PTSD (Foa & Riggs, 1993; Ehlers & Clark, 2000). According to these models, the nature of the trauma memory maintains symptoms and consequently needs to be addressed in treatment. The evidence for the role of memory disorganisation in maintaining PTSD symptoms, however,·is inconclusive. An alternative proposal is that, rather than the trauma memory itself, it is the individual's beliefs about the trauma memory (Le. meta-memory) that are important in the maintenance of posttraumatic stress symptoms. This proposal is asserted by the metacognitive model of PTSD (Wells, 2000), where an individual's metacognitive beliefs following a traumatic event motivate them to engage in dysfunctional responses, such as rumination and worry as a thought control strategy. Such responses consequently prevent the normal, adaptive emotional processing of the trauma that is required for symptoms to subside. Empirical evidence supports the role of metacognitive beliefs and maladaptive responses in the maintenance of PTSD. The potential role of meta-memory, however, has not been adequately studied. .The current study aimed to compare the relative importance of memory disorganisation and beliefs about the trauma memory (meta-memory) in the prediction of posttraumatic stress symptoms. Analyses were also conducted to determine whether additional factors considered important in the metacognitive model would contribute further to the prediction ofPTSD. A sample of 95 student nurses and midwives narrated their memory of the most distressing placement related event they had experienced. A number of questionnaires were also administered, including a measure of beliefs about the trauma memory, which was devised for the current study (the Beliefs about Memory Questionnaire, BAMQ). The reliability and validity of the BAMQ gained preliminary support. Beliefs about the trauma memory, but not memory disorganisation within the trauma narrative, predicted a significant proportion of the variance in posttraumatic stress symptoms after control variables were accounted for. Furthermore, consistent with the metacognitive model of PTSD, the use of rumination was found to mediate the relationship between both positive beliefs about the need for a complete memory of the trauma and negative beliefs about the meaning of gaps in the trauma memory and PTSD symptoms. The interpretation of the findings is limited by the student sample. The study, therefore, needs to be replicated with a clinical population. The findings, however, provide preliminary support for the role of meta-memory in the maintenance of posttraumatic stress symptoms. No evidence to support the role of memory disorganisation in PTSD was found. Consequently, altering the structure of the trauma memory in the treatment of PTSD, for example through exposure therapy, may not be necessary.
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Rowe, Helen. "Very young children's reflections as indicators of metacognition." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12636/.
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This study explored the relationship between young children’s reflections and their metacognitive knowledge (MCK). Whist there is reluctance to accept that metacognition and reflection are skills possessed by young children, the Early Years (which is the context of this research) is considered to be crucial in determining a range of outcomes for children and the foci for many early intervention practices. The objective of this mixed methods research was to examine young children’s reflections qualitatively and using quantitative data to explore whether any relationships exist between their reflections and their metacognitive knowledge. Initial findings from the analysis show that these children reflected on a range of different topics, in different dimensions of time and possibly used different styles of reflection. Their reflections contained categories of metacognitive knowledge behaviour, especially metacognitive knowledge of self. Findings also appear to suggest that differences between children’s reflections on objects and their metacognitive knowledge behaviour may not be explained by chance.
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Pieterse, Susan-Mari. "Teachers mediation of metacognition during mathematical problem solving." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96054.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Recent national and international assessments single problem solving out as an important but problematic factor in the current mathematical capacities of South African learners. It is evident that the problem escalates as learners progress to the Intermediate Phase. Research indicates a significant link between metacognition and successful mathematical problem solving. From a Vygotskian sociocultural perspective which formed the theoretical framework of this study, metacognition can be regarded as a higher-order function developing through interaction within social and cultural contexts known as mediation. This qualitative collective case study, informed by an interpretivist paradigm, was designed to explore and compare how Foundation and Intermediate Phase mathematics teachers mediate metacognition during mathematical problem solving. It aimed to offer a deeper understanding of the process of mediation, the complex interplay between cognition and metacognition, and how teachers differentiate the mediation process to accommodate diversity among their learners. To address this, two cases were identified involving a sample of six mathematics teachers each of an urban primary school in the Western Cape Province. The first case was Foundation Phase teachers and the second Intermediate Phase teachers. Semi-structured individual interviews, non-participant classroom observations, and semi-structured focus group interviews were used as methods to gather and triangulate data. Themes that emerged from constantly comparing the data informed the findings. The findings suggest that there are cognitive, non-cognitive and contextual factors which could influence the quality and outcomes of the mediation of metacognition during mathematical problem solving in diverse classrooms. It emphasized the significance of the active role the teacher as a more knowledgeable other plays in the mediation process. Furthermore, it underlined the importance of giving learners challenging mathematical problems requiring metacognition within their zones of proximal development. It was also found that the teacher as mediator should not only have the necessary professional knowledge and strategies, but should also consider the affective factors, perceptions and reactions of learners, during the mediation process. Keywords: metacognition, mediation, mathematical problem solving, sociocultural theory, differentiated instruction, Foundation Phase teachers, Intermediate Phase teachers.
AFRIKAANSE OPSOMMING: Onlangse nasionale en internasionale assesserings lig probleemoplossing uit as 'n belangrike, maar problematiese faktor in die huidige wiskundige prestasie van Suid-Afrikaanse leerders. Dit is duidelik dat die probleem toeneem dermate leerders na die Intermediêre Fase vorder. Navorsing toon 'n beduidende verband tussen metakognisie en suksesvolle wiskundige probleemoplossing. Vanuit 'n Vygotskiaanse sosiokulturele perspektief, wat die teoretiese raamwerk van hierdie studie gevorm het, word metakognisie as 'n hoër-orde funksie gesien wat ontwikkel deur interaksie binne die sosiale en kulturele konteks bekend as mediasie. Hierdie kwalitatiewe kollektiewe gevallestudie, ingelig deur 'n interpretivistiese paradigma, was ontwerp om te verken en te vergelyk hoe Grondslag- en Intermediêre-Fase onderwysers metakognisie tydens wiskundige probleemoplossing medieer. Dit het ten doel gehad om 'n beter begrip te bied van die proses van mediasie, die komplekse wisselwerking tussen kognisie en metakognisie en hoe onderwysers mediasie differensieer om die diversiteit van hul leerders te akkommodeer. Om dit aan te spreek was twee gevalle geïdentifiseer wat elk uit ses wiskunde-onderwysers van 'n stedelike primêre skool in die Wes-Kaap bestaan het. Een geval was Grondslagfase-deelnemers en die ander Intermediêre-Fase- deelnemers. Semi-gestruktureerde individuele onderhoude, nie-deelnemer klaskamer-waarnemings en semi-gestruktureerde fokusgroep-onderhoude was gebruik as metodes om data in te samel en te trianguleer. Temas wat ontluik het na die konstante vergelyking van data het die bevindinge ingelig. Die bevindinge het getoon dat daar kognitiewe, nie-kognitiewe en kontekstuele faktore is wat die kwaliteit en uitkomste van die mediasie van metakognisie tydens wiskundige probleemoplossing in diverse klaskamers kan beïnvloed. Die bevindinge beklemtoon die noodsaaklikheid van die aktiewe rol wat die onderwyser as die meer kundige ander speel in die mediasieproses. Verder word die belangrikheid benadruk van die daarstelling van uitdagende wiskundige probleme, wat metakognisie vereis, binne leerders se sones van proksimale ontwikkeling. Dit is ook gevind dat die onderwyser as mediator nie net oor die nodige professionele kennis en strategieë moet beskik nie, maar ook die affektiewe faktore, persepsies en reaksies van leerders in ag moet neem tydens die mediasieproses. Sleutelwoorde: metakognisie, mediasie, wiskundige probleemoplossing, sosiokulturele teorie, gedifferensieerde onderrig, Grondslagfase-onderwysers, Intermediêre Fase-onderwysers.
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Sperb, Tania Mara. "On the relationship between exploratory behaviour and metacognition." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019725/.
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Sperb, Tania Mara. "On the relationship between exploratory activities and metacognition." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1989. http://hdl.handle.net/10183/10488.
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The basic mechanisms of metacognition are examined within a framework that considers motivation and cognition as integrated constructs. The role of exploration in this process is emphasized. The conceptualizations of metacognition and exploration adopted in the study are discussed and their assessment problems and developmental questions considered in the light of studies reviewed. An approach to exploration as a behavioural system is proposed. A series of three cross-sectional pilot studies with sample sizes, respectively. of 20, 54 and 37 subjects were carried out with children 4.8 to 6.4 years of age and these are described in detail. The aim of these studies was to select measures for the assessment of metacognition and exploration as well as for the assessment of their leveI of relationship. Further issues. such as the replicability of results of previous studies and manageability in the school setting were taken into account for the final selection of tasks. Various methodological issues involving longitudinal designs are theoretically examined. The procedures for the description and explanation of change are emphasized. The exploratory nature of the longitudinal study involving 30 subjects seen at three different occasions is set out in full. An analysis of the descriptive characteristics of the longitudinal sample as well as of the three control crosssectional samples involved in the study set the features for the central analysis of the longitudinal sample that is carried out at two levels. At the descriptive level. ANOVA repeated measures and correlational analyses plus qualitative analyses are implemented. At the explanatory leveI. the relationship between selected exploratory activity measures and metacognitive measures is analysed with the LISREL VI (J8reskog and S8rborn, 1986) package of software that is employed to assess a path-analysis model. The main results are: different types of exploration change in different ways; change occurs in the understanding of mental states: conceptual exploration tasks, Oŋ the first occasion of the longitudinal study, predict metacognitive performance Oŋ the two subsequent occasions; manipulatory exploration has a weak and unstable predictive pattern for metacognitive tasks; exploratory activities. in general. loose their predictive power for metacognitive tasks with time. The two major conclusions draw~ frcim the study are: 1 ) that the importance of exploratory activities for metacognition lie in the preschool years; 2) that they help with the development of metacognitive knowledge rather than with executive control processes. such as monitoring.
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Magni, Laura Rosa <1982>. "Prometeo: Project on Metacognition in Borderline Personality Disorder." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7312/1/magni_laurarosa_tesi.pdf.
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Borderline Personality Disorder (BPD) is characterized by Metacognition/Mentalization deficits and Emotion Dysregulation (ED). BPD’s first-choice treatment is psychotherapy, but a comprehensive model has not yet been formulated, consequently also treatments result controversial.
Study 1:
Aims: to examine the relationships between Metacognitive Functions and ED and other clinical features in a BPD sample.
Methods: Seventy patients were assessed for the inclusion and 45 BPD patients were included. Metacognitive functions were evaluated with Metacognition Assessment Interview (MAI). Specific self-reports measured respectively: ED (Difficulties in Emotion Regulation Scale, DERS), Alexithymia (Toronto Alexithymia Scale, TAS), Impulsiveness (Barratt Impulsiveness Scale, BIS), Mood (Beck Depression Inventory; BDI), Interpersonal Sensitivity (Inventory of Interpersonal Problems, IIP) and general psychopathology (Global Severity Index (GSI) of SCL-90).
A Structural Equation Model (SEM) was used to evaluate the relations between variables.
Results: SEM showed that TAS score resulted a mediator between MAI total score and DERS score and DERS significantly predicted BIS, BDI, IIP and GSI scores.
Conclusions: The general level of psychopathology and the other clinical variables seemed directly linked to ED. ED didn’t seem to correlate directly to Metacognition, but indirectly through Alexithymia.
Study 2:
Aims: to compare the effect of 1-year Metacognitive Interpersonal Therapy (MIT) and Mentalization Based Therapy (MBT) vs TAU (Treatment as usual) on Metacognition functions, ED and other clinical features in a BPD sample.
Methods: Forty-five patients were divided in 3 groups: MIT (N=14), MBT (N=16) and TAU (N=15). MAI scores were the primary outcome, DERS, TAS, BIS, BDI, IIP and GSI of SCL-90 scores were the secondary outcomes.
Linear Mixed model were used for the longitudinal evaluation of the results.
Results: MAI total score improve in both experimental groups. Secondary outcomes improved, but the effect wasn’t statistically significant.
Conclusions: Differentiation and Integration played a central role both in MIT and MBT.
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Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.
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The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.
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Gkika, Styliani. "The role of meta-cognition in social anxiety." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognition-in-social-anxiety(a6a0994a-1d7d-4dd7-8a73-c574b7d51123).html.
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This PhD investigated the theoretical and clinical applications of a meta-cognitive model of psychological disorders in social anxiety. The main objective was to identify potential associations between meta-cognitive knowledge (i.e. meta-cognitive beliefs) and social anxiety. These associations could be direct or indirect via information-processing mechanisms, such as anticipatory processing (AP), focus of attention, and post-mortem processing (PM). The current thesis reports six studies (N = 686).Study 1 explored cross-sectionally the potential contribution of meta-cognitive beliefs about general worry to social anxiety. The results showed that positive and uncontrollability beliefs along with AP were individual positive predictors of social anxiety. Furthermore, these beliefs had an indirect effect on social anxiety through anticipatory processing and the post-mortem. These results prompted further exploration of the nature of meta-cognitive beliefs in social anxiety. Study 2 employed semi-structured interviews to elicit meta-cognitive beliefs that could be specific to social anxiety. High and low socially anxious individuals reported beliefs about anticipatory processing, focusing on an observer perspective (OP) self-image, and the post-mortem. The high socially anxious group reported greater engagement in both AP and focusing on the OP, and spending greater time trying to control AP, OP, and the post-mortem. Moreover, the two groups differed in beliefs about these mechanisms, in coping strategies, and in stop signals. The beliefs elicited informed two new questionnaires that were investigated in Study 3. Each questionnaire revealed three subscales of positive and negative beliefs about AP and about the OP self-image, respectively. The subscales showed good reliability and stability. In addition, the new beliefs revealed further associations with social anxiety. Study 4 investigated whether meta-cognitive beliefs could affect attentional bias in social anxiety. High and low socially anxious individuals completed a dot-probe task with emotional, social and physical words matched with neutral words. The results indicated a potential moderation effect of social anxiety and positive meta-cognitive beliefs on attentional bias. Moreover, meta-cognitive beliefs predicted attentional bias in both social anxiety groups. The above results implicated meta-cognitive beliefs in the maintenance of social anxiety. Study 5 explored whether these beliefs could affect state anxiety in high socially anxious individuals that engaged in either AP or a distraction task prior to giving a speech. The results replicated previous findings that AP was associated with more anxiety compared with distraction. Additionally, uncontrollability beliefs were associated with increased state anxiety before the speech, while positive beliefs interfered with distraction and were associated with the maintenance of anxiety after the speech was over. Finally, Study 6 explored whether a meta-cognitive intervention could be effective in the treatment of social anxiety. In a cross-over design, high socially anxious individuals practiced detached mindfulness and thought challenging prior to giving a speech. The results showed that detached mindfulness was associated with greater reductions in negative beliefs, worry, and the OP. In conclusion, the results of a series of studies support the application of the meta-cognitive model to social anxiety.
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Alnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.
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Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in which the study took place. The study spanned three departments in the College, namely Kindergarten, Special Education, and Art Education. The study employs an interpretive research approach and case study methodology to gather this rich understanding of lecturers’ and students’ perceptions. Data were collected from twelve lecturers and twelve undergraduate students through a combination of lecture room observations, semi-structured interviews, and group interviews. The most significant finding emerging from this study is the lack of lecturer participants’ knowledge regarding metacognition generally. My study found that skills such as planning, monitoring, and evaluating skills were sometimes present in their teaching, but were not used to engage students in thinking metacognitively or developing their own metacognitive abilities. I found that metacognition was not present consistently or intentionally in lecture rooms. The findings further exposed some obstacles which could inhibit the promotion of metacognition in higher education in KSA. For example, traditional methods of rote learning were shown to discourage metacognitive thinking. Large student numbers and lecturers’ lack of time could prohibit lecturers from investing in teaching metacognitive skills to their students. Students’ apathy towards anything other than memorising facts to pass examinations and acquire grades could also demotivate them to learn valuable skills like metacognition without comprehensive changes to educational norms. The study identified multiple ways in which metacognition could be promoted in higher education in KSA. For example, diversifying teaching practices to include more active learning methods such as discussion and questioning would be more effective than the current prevalent method of lecturing and learning by memorising. Lecturers could role-model metacognitive skills to their students by incorporating metacognition into their own practice, and thus incorporate it into existing courses. Students could be motivated to develop metacognitive skills by discovering the benefits to them of metacognition on both their academic success and their future careers. The study’s findings supported the importance of including metacognition in higher education and advocating it to students as a valuable skill. Thus, there is a need to establish mechanisms or frameworks for integrating metacognition into higher education in KSA, and communities of practice which support the development of metacognitive skills among lecturers and student teachers who will be the teachers of tomorrow. I therefore offer a model with recommendations for practical uptake to expedite this, and support it with this study's evidence.
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Miyake, Tina M. "Metacognition, proactive interference, and working memory can people monitor for proactive interference at encoding and retrieval? /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1441/umi-uncg-1441.xml.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Michael J. Kane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 76-82).
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McAnaney, Donal F. "The role of metalinguistic knowledge and skill in comprehending, producing, and revising lexical and pronoun reference /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70333.
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The relationship between metalinguistic and unassisted linguistic performance was investigated within a well defined framework of literacy tasks (comprehension, production and revision) and language structure (anaphoric reference). Metalinguistic performance was operationalized in terms of two constructs, metalinguistic knowledge about lexical and pronoun reference, and metalinguistic skill in subjects' manipulation of lexical and pronoun reference tokens. Unassisted performance was operationalized in terms of effective spontaneous use of lexical and pronoun reference rather than global performance. Four metalinguistic and four unassisted tasks were included in the design. Twenty four students were tested, six males and six females from each of two Grade levels (Grades 2 and 4). The relationships between metalinguistic and performance variables, and Grade and Gender were tested using multivariate statistical techniques. The results indicated a relationship between metalinguistic and unassisted performance which was highly constrained by task and which was independent of Grade level. Grade effects were only identified for metalinguistic performance and did not coincide with the pattern of the metalinguistic/unassisted relationship. The findings are discussed in terms of the methodological implications for research into metalinguistics and metacognitive knowledge and skill and possible instructional approaches.
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O'Neill, Michael John. "The use of a thinking skills approach to aid the learning of difficult concepts in physics education." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459.
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Farrant, Annette. "Metamemory in children with autism." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267107.
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