Relevant bibliographies by topics / Metamemory training

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

Academic literature on the topic 'Metamemory training'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Metamemory training"

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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.

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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.
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Balashov, Eduard, Ihor Pasichnyk, and Ruslana Kalamazh. "Self-Monitoring and Self-Regulation of University Students in Text Comprehension." PSYCHOLINGUISTICS 24, no. 1 (October 3, 2018): 47–62. http://dx.doi.org/10.31470/2309-1797-2018-24-1-47-62.

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Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension. The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.
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Lima-Silva, Thaís Bento, Tiago Nascimento Ordonez, Glenda Dias dos Santos, Aline Teixeira Fabrício, Flávia Ogava Aramaki, Evany Bettine de Almeida, Débora Lee Vianna-Paulo, et al. "Effects of cognitive training based on metamemory and mental images." Dementia & Neuropsychologia 4, no. 2 (June 2010): 114–19. http://dx.doi.org/10.1590/s1980-57642010dn40200007.

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Abstract There is scant research evidence regarding training effects among elderly with limited educational experience. Research indicating an association between metamemory and memory performance is based on samples of older adults with at least 12 years of education. Objectives: To test the efficacy of a cognitive training program based on the creation of mental images and changes in specific aspects of metamemory in individuals with 3 to 15 years of education (M=8.38, SD=4.24). Methods: 37 older adults participated in five training sessions (Training Group (TG)) and 32 control subjects completed only pre and post test assessments (Control Group (CG)) including the Mini Mental Status Examination (MMSE), the Geriatric Depression Scale (GDS), the Brief Cognitive Screening Battery (BCSB) (naming and memorization of 10 pictures, animal category verbal fluency test, the Clock Drawing Test (CDT)), the Story subtest from the Rivermead Behavioural Memory Test (RBMT), the Memory Complaint Questionnaire (MAC-Q), and the Picture and Story domains from the Memory Self-Efficacy Questionnaire (MSEQ). Results: The TG showed significant improvement between pre and post tests on the delayed recall of the 10 pictures and in self-efficacy for the memorization of stories. These same changes were not found in the CG . Conclusions: Five-session cognitive training may lead to significant improvements in episodic memory and memory self-efficacy, an aspect of metamemory, in individuals with an average of 8 years of education.
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Harris, Karen R., Steve Graham, and Sally Freeman. "Effects of Strategy Training on Metamemory among Learning Disabled Students." Exceptional Children 54, no. 4 (January 1988): 332–38. http://dx.doi.org/10.1177/001440298805400407.

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Analyses were conducted to determine the effects of spelling strategy training and variations in study conditions on learning disabled children's metamemory performance. Subjects were trained in the use of a five-step spelling study strategy and then studied words in one of three conditions: (a) directed-study, (b) teacher-monitored, and (c) student-controlled. Subjects in a free study group studied words in any manner they chose. Results indicated that even without inclusion of specific metacognitive training components, strategy training can produce important metacognitive improvement and that metacognitive skills are an important component of performance.
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Kuhlmann, Beatrice G. "Topical Issue on Strategy Contributions to Cognitive Aging." Open Psychology 1, no. 1 (January 1, 2019): 317–22. http://dx.doi.org/10.1515/psych-2018-0020.

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AbstractAlthough some cognitive decline with healthy aging appears inevitable, previous research on strategy instruction and training has repeatedly demonstrated that older adults can substantially improve their cognitive performance through effective strategies. At the same time, age-related changes in strategy repertoire, distribution, execution, and selection have also been documented and, in part, been shown to contribute to the observed age-related deficits in cognitive performance. Authored by researchers from France, Germany, Italy, and the U.S., the nine articles of this Topical Issue on Strategy Contributions to Cognitive Aging provide novel insights on age-related differences (and similarities) in strategies across a variety of cognitive domains (episodic [item, source, event] memory, metamemory, decision making, and numeracy), ranging from new insights on traditional memory-encoding strategies such as self-generation to the discovery of novel strategies involved in event memory, metamemory, and numerosity comparison. Further, a review of event segmentation training and two novel training studies demonstrate much potential for the improvement of older adults’ cognitive performance, transferring beyond the trained task—but also identify for whom cognitive strategy training may be less beneficial, necessitating a more intensive or different training approach. All in all, this Topical Issue provides a comprehensive picture of age-related changes in cognitive strategies and means to improve older adults’ strategic approach to cognitive tasks.
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Cox, Brian D. "Children's Use of Mnemonic Strategies: Variability in Response to Metamemory Training." Journal of Genetic Psychology 155, no. 4 (December 1994): 423–42. http://dx.doi.org/10.1080/00221325.1994.9914792.

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Youn, Jung-Hae, Jun-Young Lee, Seolmin Kim, and Seung-Ho Ryu. "Multistrategic Memory Training with the Metamemory Concept in Healthy Older Adults." Psychiatry Investigation 8, no. 4 (2011): 354. http://dx.doi.org/10.4306/pi.2011.8.4.354.

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Lecce, Serena, Sara Bottiroli, Federica Bianco, Alessia Rosi, and Elena Cavallini. "Training older adults on Theory of Mind (ToM): Transfer on metamemory." Archives of Gerontology and Geriatrics 60, no. 1 (January 2015): 217–26. http://dx.doi.org/10.1016/j.archger.2014.10.001.

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Aramaki, Flávia Ogava, and Mônica Sanches Yassuda. "Cognitive training based on metamemory and mental images: Follow-up evaluation and booster training effects." Dementia & Neuropsychologia 5, no. 1 (March 2011): 48–53. http://dx.doi.org/10.1590/s1980-57642011dn05010009.

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Abstract In the second semester of 2008, 37 seniors participated in five cognitive training sessions based on creation of imagery and modification of self-efficacy for memory tasks. Objective: To carry out a follow-up evaluation after 18 months in order to detect possible maintenance of gains reported in the first post-test, namely, in measures of self-efficacy and episodic memory, and to evaluate the impact of a training booster, that is, test whether there are additional gains when training is offered for the second time to the same participants. Methods: 16 older adults agreed to participate in five training sessions for the second time. Participants were evaluated with the Mini Mental Status Examination - MMSE, the Geriatric Depression Scale - GDS, the Brief Cognitive Screening Battery - BCSB (naming and memorization of 10 pictures, animal category verbal fluency test, the Clock Drawing Test - CDT), the Story subtest from the Rivermead Behavioural Memory Test - RBMT, the Memory Complaint Questionnaire - MAC-Q, and the Picture and Story domains from the Memory Self-Efficacy Questionnaire - MSEQ used to evaluate the effectiveness of the first intervention. Results: This study reports the maintenance of the effects generated by the original training conducted in 2008, and follow-up evaluations detected the presence of potential additional gains in some aspects of memory. Conclusions: Training boosters may help maintain cognitive stability in adulthood and old age.
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Verhaeghen, Paul, Nancy Van Ranst, and Alfons Marcoen. "MEMORY TRAINING IN THE COMMUNITY: EVALUATIONS BY PARTICIPANTS AND EFFECTS ON METAMEMORY." Educational Gerontology 19, no. 6 (January 1993): 525–34. http://dx.doi.org/10.1080/0360127930190605.

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Dissertations / Theses on the topic "Metamemory training"

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Jagow, Marika, and markia jagow@deakin edu au. "Metamemory training for memory disorders in adults with a closed head injury." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.142954.

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The purpose of the present study was to investigate the efficacy of a memory and metamemory training program on memory performance and metamemory judgement accuracy in adults with a closed head injury. A multiple baseline across subjects design was used with six subjects. All subjects were seen at least two years post-injury. Training included general metamemory information about the nature of memory, use of a specific memory strategy to assist verbal recall (to Preview, Question, Read, State and Test- PQRST), specific metamemory information about the strategy, and a self instruction procedure (WTSC- What is the task, Select a strategy to use, Try out strategy, Check to evaluate strategy effectiveness). During the training period all subjects recalled greater than fifty percent of paragraph ideas while using PQRST. Follow-up tests showed that five of the six subjects maintained recall levels but a gradual decrease in slope was observed over eight weeks post-training. Tests of recall, recognition and metamemory judgements on Sentence and Action Tasks were used to evaluate generalisation of training. Two subjects showed improved recall and two subjects showed improved recognition performance. In addition, four subjects demonstrated greater metamemory judgement accuracy about recognition performance following training. Improved performance post-training was also observed for three subjects on the Rivermead Behavioral Memory Test and the Logical Memory subtest of the Wechsler Memory Scale-Revised, greater than that expected for repeated testing. Several factors were identified as having a role in subjects’ ability to benefit from training.
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Levin, Deborah C. "An evaluation of a metamemory-cumulative rehearsal training procedure with educable mentally retarded adolescents the effects on memory recall and metamemory development /." 1987. http://catalog.hathitrust.org/api/volumes/oclc/17407977.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1987.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 114-122).
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Books on the topic "Metamemory training"

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Hamidullah, Jamilah Muhsinah. The effect of metamemory training on preschoolers' recall of picture stories. 1992.

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Book chapters on the topic "Metamemory training"

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"Memory and Metamemory Considerations in the Training of Human Beings." In Metacognition. The MIT Press, 1994. http://dx.doi.org/10.7551/mitpress/4561.003.0011.

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