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Books on the topic 'Metamemory'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 April 2023

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1

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

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2

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

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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.

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4

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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9

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

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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.

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11

Dunlosky, John, Michael L. Mueller, and Keith W. Thiede. Methodology for Investigating Human Metamemory. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.14.

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Research on metamemory focuses on a core set of issues that pertain to people’s beliefs about memory, their monitoring of memory, and their control of memory. To address these issues, researchers have used variants of a small set of methods, which often involve using standard memory methods and then having participants make judgments about their memory or control different phases of learning. Despite the overlap of methods with standard memory research, metamemory research poses some unique problems and pitfalls that can make interpretation of results tricky. The present chapter overviews the core issues addressed by the majority of metamemory research and describes the general methods typically used to address them. Most important, it highlights some of the problems and pitfalls of metamemory research and offers some suggestions on how to solve or sidestep them.

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12

Dunlosky, John, and Robert A. Bjork, eds. Handbook of Metamemory and Memory. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203805503.

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13

Handbook of metamemory and memory. New York: Psychology Press, 2008.

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14

The Oxford Handbook of Metamemory. Oxford University Press, 2016.

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15

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

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16

Dunlosky, John, and Robert A. Bjork. Handbook of Metamemory and Memory. Taylor & Francis Group, 2013.

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17

Dunlosky, John, and Robert A. Bjork. Handbook of Metamemory and Memory. Taylor & Francis Group, 2013.

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18

Handbook of Metamemory and Memory. Psychology Press, 2008.

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19

Dunlosky, John, and Robert A. Bjork. Handbook of Metamemory and Memory. Taylor & Francis Group, 2013.

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20

Dunlosky, John, and Robert A. Bjork. Handbook of Metamemory and Memory. Taylor & Francis Group, 2013.

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21

Memory and metamemory of deaf students. 1988.

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22

Dunlosky, John, and Sarah (Uma) K. Tauber. A Brief History of Metamemory Research and Handbook Overview. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.13.

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Metamemory has a rich history: Its empirical and theoretical roots can be traced back to at least 1965, although metamemory techniques have been developed and discussed since Aristotle. In this chapter, we describe the origins of metamemory research by showcasing some founders of the field and their methodological and theoretical contributions. Joseph Hart conducted what is considered the first objective metamemory research, John Flavell coined the term metamemory in 1971 and provided theoretical fodder for the field, and Ann Brown brought early attention to metamemory by emphasizing its relevance to education. In 1990, Nelson and Narens introduced a framework that unified the field, which remains influential today. The chapter follows the early progression of metamemory research and foreshadows contemporary approaches to metamemory. It ends with a user’s guide to this handbook, including an overview of each section, an introduction to individual chapters, and recommendations for how to approach the Handbook.

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23

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

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24

Memory and metamemory differences between potentially learning disabled and normal-achieving grade four students. 1988.

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25

Schneider, Wolfgang, and Elisabeth Löffler. The Development of Metacognitive Knowledge in Children and Adolescents. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.10.

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This chapter aims at depicting the development of metacognitive knowledge from early childhood through early adolescence. Children’s ability to reflect on their mental states develops rapidly in early childhood, beginning around the age of three. Thus the chapter first discusses important precursors of metacognitive knowledge, in particular, the correct use of mental verbs and the development of a “theory of mind.” Subsequently, it highlights essential stages in the acquisition of declarative metacognitive knowledge, with an emphasis on knowledge about the effectiveness of different strategies. Next, it discusses how and when important aspects of procedural metamemory, that is, monitoring and self-control, develop in childhood and how they interact. It then discusses developmental trends in the relationship between metamemory and memory in more detail. Finally, it presents attempts to assess and foster metacognitive skills in applied settings and discusses possible future directions of research on the development of metacognition.

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26

Schwartz, Bennett L., and Anne M. Cleary. Tip-of-the-Tongue States, Déjà Vu Experiences, and Other Odd Metacognitive Experiences. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.5.

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This chapter discusses several forms of metamemory hiccups—subjective experiences that alert us to potential conflict between our metacognitive state and our memory capabilities at the moment; for example, tip-of-the-tongue states, déjà vu experiences, and blank-in-the-mind states. These states occur when we set out to accomplish a task but find ourselves with the will to complete a task but unable to recall what that task was. This chapter describes these phenomena, the research on their causes and consequences, and why they are important to our understanding of metamemory in general. These experiences can prompt us to attempt to resolve these discrepancies through metacognitive control, such as by directing attention toward information-gathering or retrieval efforts. By alerting us that something is amiss, such experiences act as early-warning systems, allowing us to monitor and control our own mental processes.

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27

Bjork, R. A. Prologue. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.32.

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In this prologue, I comment on key events in the history of research on metamemory and on my own reactions to those events—beginning with the now-famous research on feeling-of-knowing judgments carried out by Joe Hart 50 years ago when Joe and I were both graduate students at Stanford University. After speculating on why mainstream memory researchers, me in particular, were slow to realize the importance of research on metacognitive processes, even after John Flavell and Henry Wellman had provided an elegant definition of the field during the 1970s, I discuss the events and dynamics that ultimately made it clear that understanding metacognitive processes is a critical component of understanding human learning and memory processes more broadly.

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28

Mitchell, Karen J. The Cognitive Neuroscience of Source Monitoring. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.2.

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Source monitoring is a metamemory function that includes processes for encoding and organizing the content of memories, and processes that selectively revive, cumulate, and evaluate that content in the service of making attributions about the origin of the information (e.g., perception vs imagination). Neuroimaging techniques, especially functional magnetic resonance imaging (fMRI), are encouraging rapid developments in understanding the neural mechanisms supporting source monitoring. This chapter reviews current findings, placing them in historical context. It highlights key issues of particular relevance, including: neural reinstatement—the match between brain activity at encoding and later remembering; the role of lateral parietal cortex in cumulating multiple features and attending to information during remembering; functional specificity of the prefrontal cortex with respect to cognitive control; and identifying functional networks that support source monitoring. Suggestions are made for clarifying the big picture and increasing the specificity of our understanding of source monitoring and its neural architecture.

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29

Sahakyan, Lili, and Nathaniel L. Foster. The Need for Metaforgetting. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.26.

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Theories of metamemory are primarily concerned with mechanisms that improve memory; they do not account for processes that reduce accessibility of unwanted information, as in intentional forgetting. The chapter proposes that introducing separate terms like metaremembering and metaforgetting highlights the distinction between remembering and forgetting as different dimensions of memory. It reviews empirical evidence from directed forgetting studies. List-method directed forgetting depends on engaging active forgetting strategies, indicating the importance of control in successful intentional forgetting. The decision to engage in forgetting strategies, in turn, is affected by memory monitoring as evidenced through preexisting confidence about one’s own memory ability, as well as judgments of learning solicited during the task. In item-method directed forgetting, participants control rehearsal by selectively retrieving earlier items believed to be more memorable, even when such beliefs are illusory. The chapter discusses the role of metacognitive monitoring and control in these active forms of forgetting.

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