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Journal articles on the topic 'Metamemory training'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Kim, Jeongsim, EunJi Shin, KyungHwa Han, Soowon Park, Jung Hae Youn, Guixiang Jin, and Jun-Young Lee. "Efficacy of Smart Speaker–Based Metamemory Training in Older Adults: Case-Control Cohort Study." Journal of Medical Internet Research 23, no. 2 (February 16, 2021): e20177. http://dx.doi.org/10.2196/20177.

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Background Metamemory training (MMT) is a useful training strategy for improving cognitive functioning in the older adult population. Despite the advantages, there are limitations imposed by location and time constraints. Objective This study aimed to develop a smart speaker–based MMT program and evaluate the efficacy of the program in older adults without cognitive impairment. Methods This study used a case-control cohort design. The smart speaker–based MMT program comprised 3 training sessions per day, 5 days a week, for 8 weeks. Each training session took approximately 15 minutes. This program was implemented using smart speakers, not human trainers. All participants completed the Mini-Mental State Examination, Subjective Memory Complaints Questionnaire, Verbal Learning Test, Digit Span Test, fluency tests, and a short-form version of the Geriatric Depression Scale before and after training. Results A total of 60 subjects (29 in the MMT group and 31 in the control group) participated in the study. The training group showed significant increases in the delayed free recall, digit span forward, digit span backward, and fluency test scores compared with the control group. Conclusions This study confirmed the efficacy of smart speaker–based MMT in older adults. Home-based smart speaker–based MMT is not limited with respect to location or constrained by space and may help older adults with subjective cognitive decline without requiring intervention by human professionals.

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12

Perfect, T. J., and B. Stollery. "Memory and Metamemory Performance in Older Adults: One Deficit or Two?" Quarterly Journal of Experimental Psychology Section A 46, no. 1 (February 1993): 119–35. http://dx.doi.org/10.1080/14640749308401069.

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In two separate experiments, three groups of older adults (50–80 years old) were shown lists of forename-surname pairs. At test subjects were cued with the surname and asked whether they knew the forename (prospective evaluation). Subjects attempted recall for those items they claimed to know and rated their confidence in their answer (retrospective evaluation). In Experiment 1 subjects saw the name list on 5 successive occasions and attempted recall after each. The older subjects recalled fewer items, but there were no age differences on retrospective memory evaluation. There was a marginally significant age effect on the prospective memory evaluation, which on closer inspection appeared to be a scaling effect related to recall performance. Experiment 2 verified this conclusion in a sample of older adults taking part in a training study extended over many weeks. The main implication of this work is that studies that compare metamemory accuracy in groups that differ in baseline memory performance should be careful before drawing conclusions about metamemory independently of memory performance.

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13

Youn, Jung-Hae, Soowon Park, Jun-Young Lee, Seong-Jin Cho, Jeongsim Kim, and Seung-Ho Ryu. "Cognitive Improvement in Older Adults with Mild Cognitive Impairment: Evidence from a Multi-Strategic Metamemory Training." Journal of Clinical Medicine 9, no. 2 (January 28, 2020): 362. http://dx.doi.org/10.3390/jcm9020362.

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Intervention programs to relieve memory impairment and memory-related complaints in older adults with mild cognitive impairment are needed. Objective: The purpose of the current study was to assess the efficacy of a novel cognitive training approach—named multi-strategic metamemory training—in older adults with amnestic mild cognitive impairment. Among a total of 113 older adults with mild cognitive impairment, 66 participated in the memory training program (training group) and 47 did not (control group). Repeated measures of analysis of variance revealed that compared with the control group, the training group experienced: (i) a significantly greater increase in cognitive test scores of long-term delayed free recall (Finteraction = 6.04, p = 0.016) and fluency (Finteraction = 4.11, p = 0.045) and (ii) significantly greater decrease in their subjective memory complaints for everyday memory (Finteraction = 7.35, p = 0.009). These results suggest that the training program can improve verbal memory (i.e., delayed free recall), language processing (i.e., categorical fluency) and limit complaints in everyday instrumental memory activities of mildly impaired older adults.

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14

Lecce, Serena, and Federica Bianco. "The role of false-belief understanding in preschoolers’ development of metamemory: A training study." European Journal of Developmental Psychology 16, no. 6 (July 17, 2018): 697–711. http://dx.doi.org/10.1080/17405629.2018.1496908.

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15

Lee, Yu-Na, Ji-Hyuk Park, and Soo-Hyun Park. "The Effects of Multistrategic Memory Training on Memory, Metamemory and Depression in Older Adults." Journal of Korean Society of Occupational Therapy 23, no. 1 (March 30, 2015): 85–94. http://dx.doi.org/10.14519/jksot.2015.23.1.07.

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16

Shantawi, Hadeal, and Firas Al Hamouri. "Investigating the Effectiveness of a Training Program based on Discrete Trials on Children with Autism in United Arab Emirates." Journal of Educational and Psychological Studies [JEPS] 11, no. 3 (July 1, 2017): 514. http://dx.doi.org/10.24200/jeps.vol11iss3pp514-526.

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The study aimed to investigate the false memory level, and the effectiveness of a metamemory training program in rejecting false memory events among preschool children. The sample of this study consisted of 30 children of preschool stage from Bane Obaid educational directorate, Jordan which was equally divided randomly into experimental and control groups.The Deese-Roediger- McDermott (DRM) was used to measure false memory level. A meta-memory training program was developed also and applied after establishing its validity and reliability over 8 weeks with 2 sessions per week. The results showed that the preschool children had a high level of false memory, and that a statically significant decrease (p. = 0.05) in the mean of false memory scores of the experimental group in comparison with the control group on the post and the follow up tests.

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17

Jeon, Hong Jun, and Seung-ho Ryu. "P1-056: IMPACT OF MEMORY TRAINING WITH METAMEMORY CONCEPT IN THE ELDERLY WITH SUBJECTIVE MEMORY COMPLAINTS." Alzheimer's & Dementia 15 (July 2019): P254. http://dx.doi.org/10.1016/j.jalz.2019.06.081.

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18

De Vreese, L. P., M. Neri, R. Boiardi, P. Ferrari, L. Belloi, and G. Salvioli. "Memory training and drug therapy act differently on memory and metamemory functioning: evidence from a pilot study." Archives of Gerontology and Geriatrics 22 (January 1996): 9–22. http://dx.doi.org/10.1016/0167-4943(96)86906-8.

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19

Vranić, Andrea, Ana Marija Španić, Barbara Carretti, and Erika Borella. "The efficacy of a multifactorial memory training in older adults living in residential care settings." International Psychogeriatrics 25, no. 11 (July 30, 2013): 1885–97. http://dx.doi.org/10.1017/s1041610213001154.

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ABSTRACTBackground:Several studies have shown an increase in memory performance after teaching mnemonic techniques to older participants. However, transfer effects to non-trained tasks are generally either very small, or not found.Methods:The present study investigates the efficacy of a multifactorial memory training program for older adults living in a residential care center. The program combines teaching of memory strategies with activities based on metacognitive (metamemory) and motivational aspects. Specific training-related gains in the Immediate list recall task (criterion task), as well as transfer effects on measures of short-term memory, long-term memory, working memory, motivational (need for cognition), and metacognitive aspects (subjective measure of one's memory) were examined. Maintenance of training benefits was assessed after seven months.Fifty-one older adults living in a residential care center, with no cognitive impairments, participated in the study. Participants were randomly assigned to two programs: the experimental group attended the training program, while the active control group was involved in a program in which different psychological issues were discussed.Results:A benefit in the criterion task and substantial general transfer effects were found for the trained group, but not for the active control, and they were maintained at the seven months follow-up.Conclusion:Our results suggest that training procedures, which combine teaching of strategies with metacognitive–motivational aspects, can improve cognitive functioning and attitude toward cognitive activities in older adults.

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Aben, Laurien, Majanka H. Heijenbrok-Kal, Rudolf W. H. M. Ponds, Jan J. V. Busschbach, and Gerard M. Ribbers. "Long-Lasting Effects of a New Memory Self-efficacy Training for Stroke Patients." Neurorehabilitation and Neural Repair 28, no. 3 (December 3, 2013): 199–206. http://dx.doi.org/10.1177/1545968313478487.

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Background and purpose. This study aims to determine the long-term effects of a new Memory Self-efficacy (MSE) training program for stroke patients on MSE, depression, and quality of life. Methods. In a randomized controlled trial, patients were allocated to a MSE training or a peer support group. Outcome measures were MSE, depression, and quality of life, measured with the Metamemory-In-Adulthood questionnaire, Center for Epidemiological Studies–Depression Scale (CES-D), and the Who-Qol Bref questionnaire, respectively. We used linear mixed models to compare the outcomes of both groups immediately after training, after 6 months, and after 12 months, adjusted for baseline. Results. In total, 153 former inpatients from 2 rehabilitation centers were randomized—77 to the experimental and 76 to the control group. MSE increased significantly more in the experimental group and remained significantly higher than in the control group after 6 and 12 months (B = 0.42; P = .010). Psychological quality of life also increased more in the experimental group but not significantly (B = 0.09; P = .077). However, in the younger subgroup of patients (<65 years old), psychological quality of life significantly improved in the experimental group compared to the control group and remained significantly higher over time (B = 0.14; P = .030). Other outcome measures were not significantly different between both groups. Conclusions. An MSE training program improved MSE and psychological quality of life in stroke patients aged <65 years. These effects persisted during 12 months of follow-up.

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21

Youn, Jung‐Hae, Seung‐Ho Ryu, Jun‐Young Lee, Soowon Park, Seong‐Jin Cho, Hunki Kwon, Jin‐Ju Yang, et al. "Brain structural changes after multi‐strategic metamemory training in older adults with subjective memory complaints: A randomized controlled trial." Brain and Behavior 9, no. 5 (March 27, 2019): e01278. http://dx.doi.org/10.1002/brb3.1278.

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22

Munib, Muhammad. "Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global." Progressa: Journal of Islamic Religious Instruction 3, no. 2 (October 31, 2019): 39–44. http://dx.doi.org/10.32616/pgr.v3.2.192.39-44.

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Often we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one's own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students' soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education.

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23

Lecce, Serena, Federica Bianco, Patrizia Demicheli, and Elena Cavallini. "Training Preschoolers on First-Order False Belief Understanding: Transfer on Advanced ToM Skills and Metamemory." Child Development, July 2014, n/a. http://dx.doi.org/10.1111/cdev.12267.

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24

Kim, Jeongsim, Eun Ji Shin, Kyung Hwa Han, Soowon Park, Jung-Hae Youn, GUIXIANG JIN, and Jun-Young Lee. "The efficacy of smart speaker–based metamemory training in older adults: Case control cohort study (Preprint)." Journal of Medical Internet Research, May 13, 2020. http://dx.doi.org/10.2196/20177.

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25

Park, Soowon, Seung-Ho Ryu, Yongjoon Yoo, Jin-Ju Yang, Hunki Kwon, Jung-Hae Youn, Jong-Min Lee, Seong-Jin Cho, and Jun-Young Lee. "Neural predictors of cognitive improvement by multi-strategic memory training based on metamemory in older adults with subjective memory complaints." Scientific Reports 8, no. 1 (January 18, 2018). http://dx.doi.org/10.1038/s41598-018-19390-2.

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26

"PT588. Neural predictors of memory improvement by multi-strategic memory training based on metamemory concept in older adults with subjective memory complaints." International Journal of Neuropsychopharmacology 19, Suppl_1 (May 27, 2016): 16–17. http://dx.doi.org/10.1093/ijnp/pyw044.588.

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