Relevant bibliographies by topics / Metamemory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Metamemory'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 April 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Metamemory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Metamemory"

1

Schneider, Wolfgang, Joachim Kérkel, and Franz Weinert. "The Effects of Intelligence, Self-Concept, and Attributional Style on Metamemory and Memory Behaviour." International Journal of Behavioral Development 10, no. 3 (September 1987): 281–99. http://dx.doi.org/10.1177/016502548701000302.

Full text
Abstract:
The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behaviour relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 150 children from each of grades 3 and 5 were given a metamemory interview and a sort-recall task. Metamemory, strategy, and recall scores increased with age. Causal modelling (LISREL) analyses using latent variables were conducted to assess the effects of the constructs intelligence and "hope of success" (i.e., the attributional and self-concept variables) on metamemory and memory behaviour. Hope of success significantly influenced metamemory and memory performance in the older children, but not in third graders. However, intelligence had an impact on metamemory in all age groups. But since metamemory still had a significant direct effect on memory behaviour, the study provides support for the assumption that metamemory remains an important predictor of memory behaviour even after the influence of conceptually related constructs has been taken into account.
APA, Harvard, Vancouver, ISO, and other styles
2

Cornoldi, Cesare, Camilla Gobbo, and Giuliana Mazzoni. "On Metamemory-Memory Relationship: Strategy Availability and Training." International Journal of Behavioral Development 14, no. 1 (March 1991): 101–21. http://dx.doi.org/10.1177/016502549101400106.

Full text
Abstract:
In the present study, a metamemory assessment procedure measuring a general level of metamemory was proposed. The procedure used a storyplot type of structure. On the basis of the metamemory score, different age group children were divided into high and low metamemory subgroups. In Experiment 1, the performance of high metamemory and low metamemory children differed significantly when the demand of the memory task fell within children's knowledge of memory, supporting the validity of the procedure. It did not differ in Experiment 2, when the memory task required the use of a more sophisticated strategy, where knowledge was not tapped through the metamemory task. Moreover, while telling children which strategy had to be used did not differentiate the performance of the two metamemory groups, giving children a practice training on the use of the strategy (Experiment 3) differentiated high and low metamemory children in terms of their ability to generalise the use of the strategy through a near-transfer memory task.
APA, Harvard, Vancouver, ISO, and other styles
3

Kelley, Timothy, Michael J. Serra, and Tyler Davis. "Toward a Neurocognitive Understanding of the Algorithms That Underlie Metamemory Judgments." Zeitschrift für Psychologie 228, no. 4 (October 2020): 233–43. http://dx.doi.org/10.1027/2151-2604/a000421.

Full text
Abstract:
Abstract. Neurocognitive research on metamemory thus far has mostly focused on localizing brain regions that track metacognitive judgments and distinguishing metacognitive processing from primary cognition. With much known about the localization of metamemory in the brain, there is a growing opportunity to develop a more algorithmic characterization of the brain processes underlying metamemory. We briefly review some current neurocognitive metamemory research, including relevant brain regions and theories about their role in metamemory. We review some computational neuroimaging approaches and, as an illustrative example, describe their use in studies on the delayed-JOL (judgments of learning) effect. Finally, we discuss how researchers might apply computational approaches to several unresolved questions in the behavioral metamemory literature. Such research could provide a bridge between cognitive and neurocognitive research on metamemory and provide novel insights into the algorithms underlying metamemory judgments, thus informing theory and methodology in both areas.
APA, Harvard, Vancouver, ISO, and other styles
4

Chua, Elizabeth F., Daniel L. Schacter, and Reisa A. Sperling. "Neural Correlates of Metamemory: A Comparison of Feeling-of-Knowing and Retrospective Confidence Judgments." Journal of Cognitive Neuroscience 21, no. 9 (September 2009): 1751–65. http://dx.doi.org/10.1162/jocn.2009.21123.

Full text
Abstract:
Metamemory refers to knowledge and monitoring of one's own memory. Metamemory monitoring can be done prospectively with respect to subsequent memory retrieval or retrospectively with respect to previous memory retrieval. In this study, we used fMRI to compare neural activity during prospective feeling-of-knowing and retrospective confidence tasks in order to examine common and distinct mechanisms supporting multiple forms of metamemory monitoring. Both metamemory tasks, compared to non-metamemory tasks, were associated with greater activity in medial prefrontal, medial parietal, and lateral parietal regions, which have previously been implicated in internally directed cognition. Furthermore, compared to non-metamemory tasks, metamemory tasks were associated with less activity in occipital regions, and in lateral inferior frontal and dorsal medial prefrontal regions, which have previously shown involvement in visual processing and stimulus-oriented attention, respectively. Thus, neural activity related to metamemory is characterized by both a shift toward internally directed cognition and away from externally directed cognition. Several regions demonstrated differences in neural activity between feeling-of-knowing and confidence tasks, including fusiform, medial temporal lobe, and medial parietal regions; furthermore, these regions also showed interaction effects between task and the subjective metamemory rating, suggesting that they are sensitive to the information monitored in each particular task. These findings demonstrate both common and distinct neural mechanisms supporting metamemory processes and also serve to elucidate the functional roles of previously characterized brain networks.
APA, Harvard, Vancouver, ISO, and other styles
5

Mahmoud Ismaiel, Nasrah. "The Impact of Metamemory on the EFL Students` Achievement at Taif University." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 300. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.300.

Full text
Abstract:
The purpose of the current research is to scrutinize the relationship between metamemory and EFL learners` achievement. The participants were 250 first year university students who were chosen from a large sample of the preparatory year Science and Humanities streams at Taif University, Taif, Saudi Arabia. The objective of the research is twofold: (a) to assess whether metamemory can predict English language skills achievement (listening, speaking, reading, and writing, and (b) to assess if there exist notable discrepancies between male and female students and the different academic streams (the science stream and the humanities stream) on the metamemory factors. Students` metamemory was measured by the Metamemory questionnaire (SMSQ) of Tonkovic and Vranic (2011). The results of this study show that metamemory is a good predictor of the EFL students` language learning skills achievement. It also indicates that there are differences between male and female students on the metamemory factors in favor of females. Furthermore, the findings reaffirm that there are differences between the academic streams, in favor of the science stream.
APA, Harvard, Vancouver, ISO, and other styles
6

Highnam, Cliff, and Kellie Martin. "Metamemory Skills." Journal of Childhool Communication Disorders 10, no. 2 (May 1987): 107–18. http://dx.doi.org/10.1177/152574018701000202.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Van der Keilen, Marguerite, and Run-Min Zhou. "Metamemory and Memory Performance in Belgian and Canadian Elementary School Children: A Comparative Study." Journal of Cognitive Education and Psychology 5, no. 3 (January 2006): 251–65. http://dx.doi.org/10.1891/194589506787382413.

Full text
Abstract:
The authors investigated the influence of different educational approaches on metamemory and memory performance and their relationship. Canadian and Belgian children in grades four, five, and six were compared on these measures. Belgian children scored higher than Canadian children on metamemory limited to knowledge of common memory problems; however, no difference was found between the two groups in memory performance. Possible reasons for this discrepancy are discussed. With advancing grades, knowledge of strategies was the aspect of metamemory showing significant improvement. The relationship between metamemory and memory performance was significant only at the grade four level.
APA, Harvard, Vancouver, ISO, and other styles
8

West, John T., and Neil W. Mulligan. "Prospective metamemory, like retrospective metamemory, exhibits underconfidence with practice." Journal of Experimental Psychology: Learning, Memory, and Cognition 45, no. 12 (December 2019): 2224–38. http://dx.doi.org/10.1037/xlm0000708.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kuhlmann, Beatrice G., David J. Frank, and Daniel Danner. "Louder = Larger = Clearer." Zeitschrift für Psychologie 228, no. 4 (October 2020): 296–300. http://dx.doi.org/10.1027/2151-2604/a000427.

Full text
Abstract:
Abstract. Past research found robust metamemory illusions about the effects of font type, word-pair identity, volume, and font size on memory that are assumed to share a common cause, such as fluency. The current study simultaneously assessed all four metamemory illusions from vignettes alongside items assessing the belief that fluency benefits memory and that more is generally better. The typical metamemory illusions replicated in all samples. Confirmatory factor and structural equation modeling confirmed that at least the perceptual metamemory illusions (font type, volume, font size) can be explained by one latent factor, which was, however, not related to latent factors capturing the belief that fluency benefits memory or that more is better.
APA, Harvard, Vancouver, ISO, and other styles
10

Voloshyna, Viktoriia. "´SOMETHING SIMILAR I’VE ALREADY LEARNED, THUS I EASILY WILL REMEMBER IT!´: THE EASE-OF-PROCESSING HEURISTIC AS A SOURCE IN METAMEMORY JUDGMENTS UNDER PROACTIVE INTERFERENCE CONDITION." Problems of Psychology in the 21st Century 8, no. 2 (December 25, 2014): 184–94. http://dx.doi.org/10.33225/ppc/14.08.184.

Full text
Abstract:
In line with some metamemory literature, people are unable to predict the influence of interference on their metacognitive ability to prognosticate future memory performance (Eakin, 2005). However, according to other researchers, there are certain circumstances in which an individual can predict the factors that restrict access to the target information in memory (Maki, 1999; Diaz & Benjamin, 2011). Henceforth, this study is aimed at investigating the ease of processing heuristics as a source of errors on the meta-level in terms of proactive interference (PI), as well as the conditions under which it is possible to avoid its negative impact on the accuracy of different types of metamemory judgments. To do this, we encouraged participants to make metamemory judgments (e.g., EOL, JOL) under the time pressure and without it (non-analytic and analytic groups) in two different conditions (interference and control). Our findings demonstrate that (i) fast metamemory judgments are based on ease-of-processing heuristics, which enhances the “illusion of knowing” (see Eakin, 2005); (ii) inferences during study allocation can diminish the effect of the “illusion of knowing” phenomenon. In addition, analytic inference leads to more accurate metamemory performance under PI condition. In addition, analytical metamemory judgments are more accurate under PI condition; also it should be concluded that, despite the fact that the primary source of information in making EOL judgments is ease-of-processing heuristics, in this process some other resources, analogical to JOL judgments, were involved. Key words: metamemory judgments, proactive interference (PI), ease-of-processing heuristic.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Metamemory"

1

Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.

Full text
Abstract:
Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 times correct), 2. judgment of learning (JOL) timing (given immediately after learning session or 24 hours later), 3. retention interval between study and test (2 or 6 weeks), and 4. type of material studied (sentences, in or out of context). The dependent variables were: 1. judgement of learning (JOL), 2. confidence rating, 3. feeling of knowing (FOK), 4. recall, and 5. recognition.. As ancillary analyses, the study explored, firstly, whether gender differences had an effect on meta-level and object-level memory, and secondly, whether students who recalled more also made more accurate metamemory judgements. The effects of the independent variables on recall and recognition were consistent with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to take into account the effect of the interval between learning and testing. Students who made immediate JOLs did not allow for the effect of the time interval on retention. A further new finding was that gender appeared to have had an influence on JOLs. The findings about the effects of timing of JOLs and of gender effects on JOL have implications for metacognitive theory and will stimulate further research. The practical significance of this research, particularly the implications for study skills training for all students, was that educators cannot presume that students will correctly predict what they will recall after six weeks if they make that judgement immediately after learning has occurred. Therefore, the effects of the passage of time on memory, and the efficacy of delaying judgments, should be made explicit. The finding that the manipulation of JOL timing has a significant effect on the accuracy of judgements has implications in the wider area of educational policymaking and for the current debate on competencies and quality assurance. Learning cannot be considered a simple process and when a large component of learning is selfdirected, as it is in tertiary institutions and increasingly in schools, many variables are operating.
APA, Harvard, Vancouver, ISO, and other styles
2

Claffey, Austin M. "Metamemory in multiple sclerosis." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4513.

Full text
Abstract:
The concept of metamemory proposes that supplementary to typically measured memory abilities, memory monitoring and control processes are used to optimise learning. Accurate memory monitoring appears to be underpinned by a range of cognitive, and possibly affective, contributions. In populations with these deficits, metamemory has been shown to be impaired. In Multiple Sclerosis (MS), only a limited metamemory literature exists, surprising given that MS is a leading cause of disability among people of working age, and cognitive and mood disorder is common. Using structural equation modelling, this study of 100 people with MS explored factors contributing to performance on episodic Judgment of Learning, Retrospective Confidence and Feeling of Knowing. Given its negative influence on cognitive domains in MS, the impact of information processing deficits on metamemory was also investigated. Finally, memory self-report, a frequently used clinical indicator of memory functioning, was assessed. Findings suggest that memory complaint is associated with mood, and is unrelated to tested memory. Second, Retrospective Confidence Judgments were predictive of memory performance, even in the presence of memory impairment. Third, an unusual finding of maintained underconfidence at delay was observed in the Judgment of Learning task. Finally, Feeling of Knowing judgments related to executive, but not to memory ability. A novel finding in respect of this judgment was of processing speed relating negatively to accuracy, in the context of executive dysfunction. This suggests that some top-down direction of processing resources may be a factor in supporting accuracy, rather than the speed at which information is processed. Of all the task-based judgments, accuracy in this judgment was the only one with a reliable association with mood. Faster processing speed, executive dysfunction and least depression symptomatology related to low accuracy, perhaps typifying a profile of disinhibition seen in MS, characterised by poorly constrained processing and apparently elevated mood.
APA, Harvard, Vancouver, ISO, and other styles
3

Farrant, Annette. "Metamemory in children with autism." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267107.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

MacDonald, Mary Ann. "Memory and metamemory in hyperactive children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30999.

Full text
Abstract:
Memory and metamemory were examined in 30 hyperactive and 30 nonhyperactive children matched on age, grade, and IQ (as measured by the Vocabulary and the Block Design subtests of the WISC-R), within the context of a broad range of tasks. The five tasks investigated in this study were: (a) a prospective memory task, (b) a feeling-of-knowing task, a visual retention task, (c) a word generation task, (d) and (e) an object span and recall task. Previous research has demonstrated considerable variability in the performance of hyperactive children on memory tasks. They have been shown to perform as well as normal children on tasks of cued recall, paired associates for meaningful words, and on tests of recognition memory. They are distinguished from normal children by their poor performance on tasks of uncued recall, paired associates learning for semantically unrelated words, and in addition, often display performance decrements when task demands increase. The results of this study suggest that hyperactive children are less efficient in metamemory knowledge and skills than normal children. These findings are consistent with the proposal that the difficulties hyperactive children demonstrate on memory tasks may result from a deficiency in their ability to efficiently engage in metamemory processes. The hyperactive children in this study generally had more difficulty than the control children with recall on all the tasks. These included tests of both verbal and nonverbal memory, short and long-term memory, and prospective remembering. Further, they did not derive a memorial benefit, as the control subjects did, when generating their own recall items, or when recalling visual stimuli that could be more easily verbally encoded than others. The hyperactive subjects demonstrated their recall abilities by performing as well as the normal subjects on the recall of read words in the word generation task, and on the recall of the low and medium level of labelability items in the visual retention task. Also, the recall performance of the hyperactive subjects differed significantly between a no-strategy and a provided strategy condition on the prospective memory task. Moreover, there were no group differences on the recognition memory test of the feeling-of-knowing task. The results of this study are consistent with the previous investigations of memory performance in hyperactive children. The present findings further extend the past research by demonstrating selective memory deficits in the hyperactive subjects that are consistent with deficits in metamemory abilities. The proposition that metamemory skills are implicated in the difficulties that the hyperactive children demonstrated in this study is further supported by the difficulty they experienced in describing how they remembered the task items. The hyperactive subjects had more difficulty than the control subjects when attempting to describe a strategy that they used to aid recall. The strategies they described, relative to the control subjects, tended to be vague and poorly defined. These findings suggest that there may be both qualitative and quantitative differences in the way in which hyperactive and normal children use strategies. In summary, the findings of this study suggest that hyperactive children, relative to normal children, seem to be deficient in both their metamemory knowledge and the ability to monitor and control their memory performance. Questions addressing whether these children cannot or do not employ these skills were introduced. The clinical implications of the findings were considered and recommendations were made for future research.
Arts, Faculty of
Psychology, Department of
Graduate
APA, Harvard, Vancouver, ISO, and other styles
5

Chan, Sui-yu Catherine. "Children's metamemory, study strategies and performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29784554.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Leonesio, R. Jacob. "Memory and metamemory for personal experience /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wojcik, Dominika Zofia. "Metamemory in children with autism spectrum disorder." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574625.

Full text
Abstract:
ASD is a neurodevelopmental disorder which primarily affects social interaction and communication. However, a growing literature has also identified some episodic memory difficulties in this group (e.g.: free recall, autobiographical memory, recollection). A plausible reason ·for this is that people with ASD lack the metacognitive mechanisms necessary for efficient memory. Hitherto, few studies have assessed metamemory (awareness of one's own memory) in ASD. The novelty of the current thesis was thus to compare performance of children with ASD to typically developing children on metacognitive monitoring (estimation of future memory performance) and control (manipulation of memory strategies) as well as metamemory knowledge about the variables affecting memory in online memory tasks. To investigate monitoring; global (judgment-of-Iearning & judgments-of-confidence) and item-by- item (judgments-of-Iearning & feeling-of-knowing) metacognitive judgments were used. Control was explored using recall readiness paradigm. The usage offeedback from monitoring to apply memory strategies (study time allocation & item selection) was further investigated. No group differences were found neither on global (Experiment 3.1, 3.2 & 4.2) nor item-by- item (Experiment 4.1 & 4.3) metacognitive monitoring at encoding (Judgment-of-Iearning). '. ' .. ~ However, the ASD group showed deficits in monitoring at retrieval (Feeling-of-knowing) in an episodic (but not a semantic) task. Children with ASD were also unimpaired on measure of control (Experiment 4.2) and on responding to feedback from monitoring (Experiment 4.3). Finally, the results showed spared knowledge in this clinical group regarding the effects of different learning conditions, such as self-enactment (Chapter 3), varying study time and item difficulty (Chapter 4). Overall the current thesis showed very specific metacognitve difficulties in ASD. These deficits are discussed in terms of mnemonic cues that these children can and cannot use to form their judgments. The involvement of retrieval of partial information (potentially reliant on recollection) and cues regarding the self are proposed as potential causes of these monitoring difficulties .
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles
9

Pirolli, Ann (Ann Josephine) Carleton University Dissertation Psychology. "The relationship between metamemory and memory through adulthood." Ottawa, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

McGlynn, Susan Mary. "Metamemory and frontal lobe function in the elderly." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185946.

Full text
Abstract:
Several measures were used to investigate age differences in metamemory, and to examine the relation between metamemory and frontal lobe function in the elderly. Three age groups were included in the study to address these issues: a Young Control group (18-30 yrs); a Young-Old group (60-75 yrs); and an Old-Old group (76-90 yrs). Metamemory was assessed in two ways. Subjects completed the Metamemory in Adulthood questionnaire (MIA; Dixon, Hultsch, & Hertzog, 1988), and subjects were asked to predict their performance on a variety of memory tasks that provided information both about awareness of their own memory functioning and knowledge of general memory processes. The relation between frontal lobe function and metamemory was assessed by administering a number of neuropsychological tests of frontal lobe abilities, and performing statistical analyses to determine how well these frontal measures predict metamemory performance. Results of the MIA questionnaire revealed that elderly subjects view their memory abilities as declining with age, whereas young subjects perceive their memory abilities to be relatively stable. On most other questionnaire dimensions, the three age groups did not differ. Age differences in metamemory were observed on the task performance predictions component of the study. Although no age differences in predictions were found for the majority of memory tasks, the elderly subjects demonstrated a significant decline in actual memory performance, particularly on the recall tasks. Significant differences in prediction-performance relations were only found between the Old-Old group and the Young Control group, reflecting a tendency for the Old-Old to overestimate their memory abilities and the Young Controls to underestimate their abilities. All subjects appeared sensitive to the effects of various manipulations on memory, indicating equivalent knowledge of general memory processes. Regression analyses demonstrated a significant relationship between frontal lobe measures and prediction-performance relations on most of the memory tasks, suggesting that a degradation in frontal lobe function with age may play a role in altered metamemory performance. The results of this study are discussed in terms of a breakdown in metacognition associated with frontal lobe dysfunction in the elderly that prevents them from updating knowledge about their own memory functioning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Metamemory"

1

John, Dunlosky, and Bjork Robert A, eds. Handbook of metamemory and memory. New York: Psychology Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Johansson, Boo. Memory and memory measurement in old age: Memory structure, context and metamemory. Jönköping, Sweden: Institute of Gerontology, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kimberley, E. D. Some comparative studies of auditorily and visually presented memory tasks: Strategic behaviours, and metamemory : implications for the development of reading. Norwich: University of East Anglia, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dunlosky, John, and Keith W. Thiede. Metamemory. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195376746.013.0019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Efklides, Anastasia. Metamemory and Affect. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.1.

Full text
Abstract:
Research in the last decade has produced growing evidence on relations of metamemory with affect, particularly in a self-regulation framework. The chapter presents an overview of empirical evidence suggesting that (a) affect (e.g., mood, stimulus emotionality) can have an impact on metamemory, and particularly on metacognitive experiences such as feeling of difficulty, mental effort, or confidence; (b) metacognitive experiences can have an impact on affect (e.g., feeling of not knowing can trigger curiosity); and (c) cognitive events or states (e.g., interruption) can trigger both affective and metacognitive responses, such as surprise and feeling of difficulty. The mechanism underlying the interrelations between metamemory and affect involves, besides fluency/disfluency and related experiences, metacognitive knowledge (including remembered utility) and self-concept. The theoretical implications of empirical findings on the interrelations between metamemory and affect are discussed and challenges for future research on metamemory pointed out.
APA, Harvard, Vancouver, ISO, and other styles
6

Izaute, Marie, and Elizabeth Bacon. Metamemory in Psychopathology. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.20.

Full text
Abstract:
This chapter explores the degree to which various psychopathologies influence metamemory. The literature suggests such patients suffer different impairment patterns rather than global, nonspecific impairments of metamemory processes and the memory-metamemory relationships: Depressed patients present memory and metamemory difficulties; obsessive-compulsive patients appear to suffer from metamemory impairments rather than memory disturbances. ADHD patients suffer more from control process impairments than from monitoring deficits. Patients with autism present metamemory and memory difficulties that are restricted to certain context. The chapter focuses on schizophrenia, as impairments of cognition and consciousness are today considered core symptoms of the illness and contribute to patients ‘difficulties in social and professional integration. Patients with schizophrenia present specific disruptions and selective preservation of the metacognitive processes, as the accuracy of their metamemory monitoring is relatively preserved, whereas their metamemory control is sometimes impaired. The presence of preserved abilities allows for optimism regarding patients’ possibilities to improve their memory.
APA, Harvard, Vancouver, ISO, and other styles
7

Soderstrom, Nicholas C., Carole L. Yue, and Elizabeth Ligon Bjork. Metamemory and Education. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.6.

Full text
Abstract:
Metamemory refers to one’s knowledge and understanding of how learning and memory operate, as well as the interplay between the monitoring and controlling of one’s own memory and learning. This chapter reviews and evaluates the current state of metamemory research—basic, applied, and survey—with respect to its educational implications. Among the relevant aspects of metamemory discussed are the growing number of findings that, although people’s beliefs and ongoing assessments of their own learning can be sometimes quite accurate, they can also be very much at odds with their actual learning and create illusions of competence that can lead to the adoption of ineffective learning strategies. The chapter gives special consideration to procedures that might help foster metamemorial sophistication, with the goal of optimizing self-regulated learning. It concludes with some general remarks regarding the educational implications of metamemory research and offers some promising directions for future research.
APA, Harvard, Vancouver, ISO, and other styles
8

Washburn, David A., Michael J. Beran, and J. David Smith. Metamemory in Comparative Context. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.21.

Full text
Abstract:
Demonstrations of animal memory were among the earliest experimental results obtained in psychology, but investigations of whether animals show metacognitive competencies are relatively new. Such investigations require innovative paradigms in which uncertainty can be created and empirically validated, methods by which nonverbal organisms can indicate their recognition of confidence or uncertainty, and systematic inquiry to determine whether such responses are externally, associatively generated or are subjective and metacognitive. This third point requires particular attention to balance competing considerations like anthropomorphism, parsimony, and interpretive errors, such as being too inclined to infer analogous mechanisms, or conversely to reject real demonstrations of animal metamemory by holding them to different evidentiary standards than is human metacognition. The results from numerous attempts to address these challenges are reviewed, yielding the overall conclusion that the capacity for metamemory and metacognition has been demonstrated at least by some animals in ways that defy low-level associative interpretation.
APA, Harvard, Vancouver, ISO, and other styles
9

Dunlosky, John, and Robert A. Bjork. Handbook of Metamemory and Memory. Taylor & Francis Group, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dunlosky, John, and Sarah (Uma) K. Tauber, eds. The Oxford Handbook of Metamemory. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.001.0001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Metamemory"

1

Schneider, Wolfgang, and Michael Pressley. "Metamemory." In Springer Series in Cognitive Development, 89–120. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-9717-5_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Perryman, Sean, and Adam J. Woods. "Metamemory." In Encyclopedia of Gerontology and Population Aging, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_706-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Haseltine, Elizabeth, and Brielle James. "Metamemory." In Encyclopedia of Animal Cognition and Behavior, 4216–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-55065-7_1848.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Haseltine, Elizabeth, and Brielle James. "Metamemory." In Encyclopedia of Animal Cognition and Behavior, 1–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-47829-6_1848-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Perryman, Sean, and Adam J. Woods. "Metamemory." In Encyclopedia of Gerontology and Population Aging, 3188–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_706.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Schneider, Wolfgang. "The Development of Metamemory." In Memory Development from Early Childhood Through Emerging Adulthood, 255–308. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09611-7_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Arango-Muñoz, Santiago, and Kourken Michaelian. "From Collective Memory … to Collective Metamemory?" In Minimal Cooperation and Shared Agency, 195–217. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29783-1_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Saraiva, Renan Benigno. "Intersections between metamemory and eyewitness testimony." In The Future of Forensic Psychology, 22–32. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003308546-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chua, Elizabeth F., Denise Pergolizzi, and R. Rachel Weintraub. "The Cognitive Neuroscience of Metamemory Monitoring: Understanding Metamemory Processes, Subjective Levels Expressed, and Metacognitive Accuracy." In The Cognitive Neuroscience of Metacognition, 267–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-45190-4_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Izaute, Marie, and Elisabeth Bacon. "Metamemory in Schizophrenia: Monitoring or Control Deficit?" In Trends and Prospects in Metacognition Research, 127–47. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Metamemory"

1

Simensen, Thea, Wenche ten Velden Hegelstad, Lina Livsdatter, and Gerit Pfuhl. "Preserved metamemory and subjective costs of searching in Schizophrenia." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1154-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fernando Caro, Manuel, Jovani Alberto Jimenez, and Alberto Manuel Paternina. "Architectural modeling of metamemory judgment in case-based reasoning systems." In 2012 XXXVIII Conferencia Latinoamericana En Informatica (CLEI). IEEE, 2012. http://dx.doi.org/10.1109/clei.2012.6427152.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yamato, Yusuke, Reiji Suzuki, and Takaya Arita. "Evolution of metamemory ability by artificial neural networks with neuromodulation." In The 2019 Conference on Artificial Life. Cambridge, MA: MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00202.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Yamato, Yusuke, Reiji Suzuki, and Takaya Arita. "Evolution of metamemory ability by artificial neural networks with neuromodulation." In The 2019 Conference on Artificial Life. Cambridge, MA: MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00202.xml.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jon-Chao, Hong, and Hwang Ming-Yueh. "Comparing the Judgment and Accuracy of English Vocabulary Tests Relevant to Metamemory Practice." In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. http://dx.doi.org/10.1109/icalt.2017.156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

De Sola, Ignacio Sifre, Nieves Pérez-Mata, and Margarita Diges. "THE EFFECT OF THE INSTRUCTIONS ON FACE RECOGNITION: ACCURACY AND EYE MOVEMENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact104.

Full text
Abstract:
"The present experiment examines how instructions (absolute judgement vs. relative judgement) affect the performance in simultaneous lineups (present perpetrator and absent perpetrator). To find out whether the participants really followed the instructions, their eye movements were recorded when they faced the photo lineup. Sixty participants (44 women and 16 men) took part in the experiment. Overall, the results showed that participants with absolute judgement instructions made significantly less inter-photograph comparisons than those with relative judgement instructions. In the present perpetrator lineup, hit rate was lower for participants with absolute judgement instructions than with relative judgement instructions. In the absent perpetrator lineup, no differences were between both instruction conditions. Furthermore, as was expected, no relationship was found between “pre” and “post” confidence and accuracy in the lineups. Moreover, we examined participants’ metamemory evaluations about their examination pattern of the photographs in the lineup. Our results did not show high incongruity between the own participants’ judgment and their visual behavior."
APA, Harvard, Vancouver, ISO, and other styles
7

Katzmann, Alexander, Alexander Muhlberg, Michael Suhling, Dominik Norenberg, and Horst-Michael Gros. "Deep Metamemory - A Generic Framework for Stabilized One-Shot Confidence Estimation in Deep Neural Networks and its Application on Colorectal Cancer Liver Metastases Growth Prediction." In 2019 IEEE 16th International Symposium on Biomedical Imaging (ISBI). IEEE, 2019. http://dx.doi.org/10.1109/isbi.2019.8759505.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Metamemory' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography