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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.
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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.
2
Claffey, Austin M. "Metamemory in multiple sclerosis." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4513.
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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.
3
Farrant, Annette. "Metamemory in children with autism." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267107.
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MacDonald, Mary Ann. "Memory and metamemory in hyperactive children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30999.
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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.<br>Arts, Faculty of<br>Psychology, Department of<br>Graduate
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.
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Leonesio, R. Jacob. "Memory and metamemory for personal experience /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9144.
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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.
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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 .
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Jönsson, Fredrik. "Olfactory Metacognition : A Metamemory Perspective on Odor Naming." Doctoral thesis, Uppsala University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5821.
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<p>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.</p>
9
Pirolli, Ann (Ann Josephine) Carleton University Dissertation Psychology. "The relationship between metamemory and memory through adulthood." Ottawa, 1990.
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10
McGlynn, Susan Mary. "Metamemory and frontal lobe function in the elderly." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185946.
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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.
11
Saylor, Laurie. "Investigating the relationship between metamemory and memory performance predictions." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/28772.
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Howard, Charlotte Emma. "Memory and metamemory in patients with temporal lobe epilepsy." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2257.
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It is well established that patients with temporal lobe epilepsy (TLE) commonly report memory difficulties. The aim of this thesis was to use a novel approach adopting Nelson & Narens' (1990) theoretical framework to investigate whether metacognitive knowledge and memory performance were differentially disrupted in patients with TLE. More specifically, investigating to what extent poor memory in TLE could result from inadequate metamemory monitoring, inadequate metamemory control or both. Experiment I employed a combined Judgement-of-Learning and Feeling-of-Knowing task to investigate whether participants could monitor their memory successfully at both the item-by-item and global levels. The results revealed a dissociation between memory and metamemory in TLE patients. TLE patients presented with a clear episodic memory deficit compared with controls yet preserved metamemory abilities. Experiments 2 and 3 explored the sensitivity approach to examine metacognitive processes that operate during encoding in TLE patients and controls. Both these experiments demonstrated that TLE patients were sensitive to monitoring and control processes at encoding. The final experiment further investigated memory performance by examining the role of lateralisation of the seizure focus using material specific information and the 'Remember-Know' paradigm. The findings from the verbal task provided partial support to the material-specific hypothesis. The results from these experiments are discussed in terms of their association with executive functioning and memory deficits in TLE, and have important implications for future research examining memory and metamemory in TLE patients and other clinical populations.
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Flesch, Marie H. "Electrodermal activity & metamemory reports as predictors of memory retrieval." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/1126.
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Electrodermal activity (EDA), an indicator of arousal of the sympathetic nervous system, was investigated as a potential correlate of feeling-of-knowing (FOK) and tip-of-the-tongue (TOT) states. In Experiment 1, skin conductance was measured while participants answered general knowledge questions and made binary FOK and TOT judgments. Significant correlations were found between frequency of skin conductance responses (SCRs) and presence of both FOK and TOT states. In Experiment 2, warmth ratings were used and a follow-up clue session was added to offer participants the opportunity to resolve initially unanswered questions. SCR frequency during TOT states was significantly predictive of resolution during the clue period, although not as predictive as participants' warmth ratings. The potential of EDA as an on-line, non-intrusive measure of metamemory and memory retrieval is discussed.
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Flesch, Marie H. "Electrodermal activity and metamemory reports as predictors of memory retrieval." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1126.
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Electrodermal activity (EDA), an indicator of arousal of the sympathetic nervous system, was investigated as a potential correlate of feeling-of-knowing (FOK) and tip-of-the-tongue (TOT) states. In Experiment 1, skin conductance was measured while participants answered general knowledge questions and made binary FOK and TOT judgments. Significant correlations were found between frequency of skin conductance responses (SCRs) and presence of both FOK and TOT states. In Experiment 2, warmth ratings were used and a follow-up clue session was added to offer participants the opportunity to resolve initially unanswered questions. SCR frequency during TOT states was significantly predictive of resolution during the clue period, although not as predictive as participants' warmth ratings. The potential of EDA as an on-line, non-intrusive measure of metamemory and memory retrieval is discussed.
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Oorsouw, Kim Isabelle Mireille van. "I honestly can't remember dissociative amnesia as a metamemory phenomenon /." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Universiteit Maastricht [host], 2006. http://arno.unimaas.nl/show.cgi?fid=5738.
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Hollins, Tara Susan. "What influences the relation between memory and metamemory in eyewitnesses?" Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265452.
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Vinecombe, Matthew John. "Metamemory deficits in children who have sustained a traumatic brain injury." Thesis, University of Hertfordshire, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427586.
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Parlett, Chelsea. "Exploring Age-Related Metamemory Differences Using Modified Brier Scores and Hierarchical Clustering." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/cads_theses/3.
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Older adults (OAs) typically experience memory failures as they age. However, with some exceptions, studies of OAs’ ability to assess their own memory functions– Metamemory (MM)– find little evidence that this function is susceptible to age-related decline. Our study examines OAs’ and young adults’ (YAs) MM performance and strategy use. Groups of YAs (N = 138) and OAs (N = 79) performed a MM task that required participants to place bets on how likely they were to remember words in a list. Our analytical approach includes hierarchical clustering, and we introduce a new measure of MM—the modified Brier—in order to adjust for di↵erences in scale usage between participants. Our data indicate that OAs and YAs di↵er in the strategies they use to assess their memory and in how well their MM matches with memory performance. However, there was no evidence that the chosen strategies were associated with di↵erences in MM match, indicating that there are multiple strategies that might be e↵ective (i.e. lead to similar match) in this MM task.
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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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Greene, Catherine Ann. "Comparison of learning disability subtypes on independent and concurrent measures of metamemory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0014/NQ52423.pdf.
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Fleece, Amy Mattina. "An investigation of the relationship between predictions, metamemory, and recognition memory performance." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28639.
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COTTINI, MILVIA. "INVESTIGATING THE ROLE OF METAMEMORY IN PROSPECTIVE MEMORY OF SCHOOL-AGED CHILDREN." Doctoral thesis, Università degli studi di Pavia, 2018. http://hdl.handle.net/11571/1214816.
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Prospective memory (PM) develops considerably during childhood and especially around 7 and 8 years of age. Developmental advances in PM during this age period have been primarily linked to executive functions (EFs), such as inhibitory control, set shifting, working memory (WM) and monitoring. However, recently it has been suggested that also metamemory (MM) would be potentially involved. To date, only few studies have investigated the relation between MM and PM. The aim of the present work was to investigate the effect and the role of procedural MM in PM of 7- and 8-year-old children by using different methods (i.e., performance predictions, postdictions, and self-reports concerning strategy-use). Moreover, the role of declarative MM as well as EFs has been examined. In Study 1 we investigated whether and how children’s PM performance on two different tasks (categorical vs. specific) would benefit from making performance predictions. Results replicated findings with adults, showing that, although not accurate, performance predictions improved performance on a categorical and more resource-demanding PM task but not on a specific and more automatic PM task. This prediction-advantage was associated to an ongoing task (OT) performance slowing, suggesting that strategic monitoring processes were enhanced. Both declarative MM and WM significantly contributed to overall PM performance. In Study 2, we adopted a prediction-postdiction paradigm to evaluate children’s performance judgments before and after performing a specific PM task. In addition, children were asked whether and which strategy they used to perform the task. While performance predictions were not related to and had no effect on subsequent PM performance, replicating previous studies, postdictions were quite accurate. Moreover, strategy-use resulted to be the main predictor of children’s PM performance, showing that using an active strategy not only supported successful retrieval of the PM task, but also enhanced monitoring processes. Finally, Study 3 examined longitudinal relationships between MM, PM and EFs in children at the age of 7 and 8 years. The same experimental procedure of Study 1, including only the categorical PM task, has been adopted. Results showed that children’s performance improved on all measures after one year. However, the effect of performance predictions on PM performance disappeared. PM improvements at Time 2 could not be explained by any of the included variables except for PM performance at Time 1. Taken together, these experiments are the first exploring and revealing the important relationship between MM and PM in school-aged children by using different methods such as performance predictions, postdictions and self-reports related to strategy-use. Theoretical and methodological implications emerging from these experiments as well as the importance of considering MM aspects when studying PM in children will be discussed.
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MUNARETTO, GIULIO. "An Integrative Framework for Monitoring in Time-Based Prospective Memory." Doctoral thesis, Università degli Studi di Trieste, 2022. http://hdl.handle.net/11368/3031002.
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Time-Based Prospective Memory (TB PM) is the ability to perform in the future a previously encoded intention, either at a specific time, or after a certain amount of time has passed. A central feature of a TB PM task is monitoring for the passage of time in order to timely meet a deadline. In this thesis, three studies on the external time monitoring process in TB PM are presented to address the limitations of previous studies and to provide further insight into monitoring behavior in TB PM.
In the first study we proposed a new integrative framework of external time monitoring in TB PM tasks and its relation with performance. Starting from existing empirical regularities and a theoretical analysis, our framework predicts that external monitoring in TB PM tasks comprises a first stage of loose monitoring to keep track of the passage of time, and a subsequent stage of finer-grained monitoring, based on interval reduction, to meet the PM deadline
In the second study we addressed two gaps in the literature on TB PM that were not investigated in the first study: the absence of evidence supporting the causal role of the exponential (J-shaped) time monitoring pattern on PM performance and the lack of investigations on the metacognitive aspects of time monitoring. In Experiment 1, we examined the causal influence of the monitoring pattern by systematically manipulating the number and distribution of available clock checks in a TB PM task. In Experiment 2, we appraised participants’ ability to plan time monitoring patterns and to estimate their performance, and we compared their actual monitoring patterns and PM performance with their anticipations and with the patterns and performance of control participants who were not probed in advance. We also asked participants to provide retrospective judgments about monitoring patterns and performance.
In the third study we extended our analysis on a topic that had received little attention in TB PM research: the investigation of multiple intentions and the way in which they are presented (framed). In two experiment on TB PM, participants had to remember multiple delayed intentions framed as time rules (i.e., respond every 7 min, every 10 min) or as a series of corresponding instances (i.e., respond at times 7, 10, 14, 20, 21, 28, 30, etc.). We appraised the effects of intention framing on intention learning, intention representation, strategies used to set the upcoming intention, cognitive load (monitoring cost), and PM performance.<br>Time-Based Prospective Memory (TB PM) is the ability to perform in the future a previously encoded intention, either at a specific time, or after a certain amount of time has passed. A central feature of a TB PM task is monitoring for the passage of time in order to timely meet a deadline. In this thesis, three studies on the external time monitoring process in TB PM are presented to address the limitations of previous studies and to provide further insight into monitoring behavior in TB PM.
In the first study we proposed a new integrative framework of external time monitoring in TB PM tasks and its relation with performance. Starting from existing empirical regularities and a theoretical analysis, our framework predicts that external monitoring in TB PM tasks comprises a first stage of loose monitoring to keep track of the passage of time, and a subsequent stage of finer-grained monitoring, based on interval reduction, to meet the PM deadline
In the second study we addressed two gaps in the literature on TB PM that were not investigated in the first study: the absence of evidence supporting the causal role of the exponential (J-shaped) time monitoring pattern on PM performance and the lack of investigations on the metacognitive aspects of time monitoring. In Experiment 1, we examined the causal influence of the monitoring pattern by systematically manipulating the number and distribution of available clock checks in a TB PM task. In Experiment 2, we appraised participants’ ability to plan time monitoring patterns and to estimate their performance, and we compared their actual monitoring patterns and PM performance with their anticipations and with the patterns and performance of control participants who were not probed in advance. We also asked participants to provide retrospective judgments about monitoring patterns and performance.
In the third study we extended our analysis on a topic that had received little attention in TB PM research: the investigation of multiple intentions and the way in which they are presented (framed). In two experiment on TB PM, participants had to remember multiple delayed intentions framed as time rules (i.e., respond every 7 min, every 10 min) or as a series of corresponding instances (i.e., respond at times 7, 10, 14, 20, 21, 28, 30, etc.). We appraised the effects of intention framing on intention learning, intention representation, strategies used to set the upcoming intention, cognitive load (monitoring cost), and PM performance.
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Eriksson, Åsa. "Thinking forwards and backwards : metamemory and metacomprehension abilities and strategies in text processing /." Linköping : Univ, 2000. http://www.bibl.liu.se/liupubl/disp/disp2000/ipp70s.htm.
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Skavhaug, Ida-Maria. "Metamemory or just memory? : searching for the neural correlates of judgments of learning." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2410.
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Judgments of Learning (JOLs) are judgments of the likelihood of remembering recently studied material on a future test. Although JOLs have been extensively studied, particularly due to their important applications in education, relatively little is known about the cognitive and neural processes supporting JOLs and how these processes relate to actual memory processing. Direct access theories describe JOLs as outputs following direct readings of memory traces and hence predict that JOLs cannot be distinguished from objective memory encoding operations. Inferential theories, by contrast, claim JOLs are products of the evaluation of a number of cues, perceived by learners to carry predictive value. This alternative account argues that JOLs are made on the basis of multiple underlying processes, which do not necessarily overlap with memory encoding. In this thesis, the neural and cognitive bases of JOLs were examined in a series of four ERP experiments. Across experiments the study phase ERP data showed that JOLs produce neural activity that is partly overlapping with, but also partly distinct from, the activity that predicts successful memory encoding. Furthermore, the neural correlates of successful memory encoding appear sensitive to the requirements to make a JOL, emphasising the close interaction between subjective and objective measures of memory encoding. Finally, the neural correlates of both JOLs and successful memory encoding were found to vary depending on the nature of the stimulus materials, suggesting that both phenomena are supported by multiple cognitive and neural systems. Although the primary focus was on the study phase ERP data, the thesis also contains two additional chapters reporting the ERP data acquired during the test phases of three of the original experiments. These data, which examined the relative engagements of retrieval processes for low and high JOL items, suggest that encoding processes specifically resulting in later recollection (as opposed to familiarity) form one reliable basis for making JOLs. Overall, the evidence collected in this series of ERP experiments suggests that JOLs are not pure products of objective memory processes, as suggested by direct access theories, but are supported by neural systems that are at least partly distinct from those supporting successful memory encoding. These observations are compatible with inferential theories claiming that JOLs are supported by multiple processes that can be differentially engaged across stimulus contents.
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Resch, Eric. "The impact of picture cue emotionality on metamemory and cued recall of associated words." Thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77649.
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Judgments of learning (JOL) are subjective predictions about how well information will be remembered in the future. Emotional stimuli have shown to be better remembered in free recall experiments, but not in cued recall experiments, even though JOLs have shown to be higher for emotional stimuli. The aim of the present study was to test the hypothesis that emotional cues lead to higher JOLs but worse recollection performance than neutral counterparts. Twenty-eight undergraduate students participated in the study to rate and memorize neutral words paired with pictures that varied in emotionality (negative, neutral) and composition (high-complex, low-complex). The results showed that participants remembered negative-paired words reliably worse than neutral-paired words, but rated negative- paired words as more memorable than neutral-paired words. An underconfidence was observed for neutral-paired words and, to some extent, overconfidence for negative-paired words. The results are discussed in terms of relevance to witnesses’ memories.
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Sinclair, Starlette Margaret. "Judgments of Learning for Source Information in a Metamemory Paradigm: the Judgment of Source Learning." Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-06132007-171116/.
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Schaper, Marie Luisa [Verfasser], Ute Gutachter] Bayen, and Jochen [Gutachter] [Musch. "Metamemory and Schema Effects in Source Monitoring / Marie Luisa Schaper ; Gutachter: Ute Bayen, Jochen Musch." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2017. http://d-nb.info/1143899059/34.
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Schaper, Marie Luisa Verfasser], Ute [Gutachter] Bayen, and Jochen [Gutachter] [Musch. "Metamemory and Schema Effects in Source Monitoring / Marie Luisa Schaper ; Gutachter: Ute Bayen, Jochen Musch." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2017. http://d-nb.info/1143899059/34.
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Suchow, Jordan William. "Measuring, monitoring, and maintaining memories in a partially observable mind." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11442.
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Visual memory holds in mind details of objects, textures, faces, and scenes. After initial exposure to an image, however, visual memories rapidly degrade because they are transferred from iconic memory, a high-capacity sensory buffer, to working memory, a low-capacity maintenance system. How does visual memory maintenance work? This dissertation builds the argument that the maintenance of short-term visual memories is analogous to the act of breathing: it is a dynamic process with a default behavior that explains much of its usual workings, but which can be observed, overridden, and controlled. Chapter 1 shows how the act of trying to remember more information causes people to forget faster and to remember less ("load-dependent forgetting" and "overreaching"). It then shows how the paradigm of evolution can be applied to the problem of maintenance, with memories competing over a limited memory-supporting commodity, explaining these effects. Chapter 2 presents experiments on metamemory, the ability of people to observe and make decisions about their own memories. The experiments isolate a component of metamemory that monitors a memory's quality as it degrades over time. Chapter 3 connects memory to metamemory, drawing on work from reinforcement learning and decision theory to liken the problem of memory maintenance to that of an agent who sequentially decides what to prioritize in a partially observable mind.<br>Psychology
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Elam, Kit. "MEMORY AND DEFAULT NETWORK ACTIVATION AS A FUNCTION OF APOE GENOTYPE." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/204.
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The main purpose of this dissertation project was to assess the behavioral and neural correlates of Episodic Memory as a function of the APOE genotype in a healthy young adult sample. To accomplish this, 98 subjects completed behavioral tasks assessing visual memory, working memory, episodic memory, and attention. Subjects also completed questionnaires evaluating IQ, years of education, drug use, personality, and emotional traits. These subjects were also genotyped for the APOE gene, resulting in 29 APOE-ε4 carriers (subjects who had at least one ε4 allele) and 69 Non APOE-ε4 carriers (having no ε4 alleles). No differences were found between genotypic groups on any demographic characteristics, behavioral measures, or personality traits. From this larger pool of 98 subjects, a subset of 22 subjects (10 APOE-ε4, 12 Non APOE-ε4) completed additional behavioral tasks while undergoing functional magnetic resonance imaging. While being scanned, subjects were asked to learn word pairs during an encoding phase, make metamemory evaluations on their ability to later remember each word pair during a judgment of learning (JOL) task, and try to discriminate between original and recombined word pairs during a final recognition phase. Interspersed between these tasks was a rest task meant to elicit activity within the Default Network. No differences in memory or metamemory performance were found on the behavioral tasks administered during imaging based on genotype. In contrast, marked differences in brain activation were found between APOE-ε4 carriers and Non APOE-ε4 carriers across the various imaging tasks. During encoding, APOE-ε4 carriers were found to have greater activation than Non APOE-ε4 carriers in the dorsal anterior portion of the left superior temporal gyrus, cingulate gyrus, and anterior middle frontal gyrus. This same pattern - greater APOE-ε4 carrier activation as compared to Non APOE-ε4 carriers - was present in the parahippocampal gyrus and posterior middle temporal gyrus during the judgment of learning metamemory task. During the recognition task, greater activation was found for Non APOE-ε4 carriers versus APOE-ε4 carriers in the left parahippocampal gyrus, SPL, and right anterior superior frontal gyrus. During the rest task, greater activation was seen in APOE-ε4 carriers versus Non APOE-ε4 carriers in the left inferior frontal gyrus, whereas the converse comparison resulted in medial anterior cingulate activation. The lack of behavioral differences suggests that in a healthy young adult sample, as was used in the present study, there are not yet detectable behavioral differences as a function of APOE genotype. The greater neural activity seen in APOE-ε4 carriers during the encoding and judgment of learning tasks is likely to reflect neural compensation: young adult APOE-ε4 carriers compensate for declines in cognitive efficiency with greater neural activity such that this greater neural activity improves behavioral performance, particularly in memory domains (Buckner, Andrews-Hanna, & Schacter, 2008; Han & Bondi, 2008; Levy et al., 2004; Trivedi et al., 2008). The relatively lower levels of activation in APOE-ε4 carriers during the recognition task may reflect stronger memory traces for studied items as a result of greater frontal and medial temporal lobe activity during the encoding and judgment of learning tasks in the APOE-ε4 carriers (Kirwan, Wixted, & Squire, 2008; Mondadoori et al., 2007; Squire, Wixted, & Clark, 2007). In the present sample, a lack of behavioral differences accompanied by neural disparity may signal the precursors of Alzheimer's disease, highlighting the progressive deteriorating influence of the APOE-ε4 allele. The aberrant pattern of default network activity seen in APOE-ε4 carriers underlies this influence as this genotype is proposed to preferentially contribute to the causes of Alzheimer's disease in areas common to the Default Network and Episodic Memory (Buckner et al., 2008). The present results strengthen previous findings illustrating a connection between the brain activity underlying memory processes, the default network, and the APOE genotype.
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Bai, Cheng-Hua [Verfasser], and Axel [Akademischer Betreuer] Mecklinger. "Memory and metamemory of word-pair learning : an electrophysiological investigation / Cheng-Hua Bai. Betreuer: Axel Mecklinger." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2015. http://d-nb.info/1075190347/34.
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Harper, Nesha R. "The Relationship between Worry Symptoms of Generalized Anxiety Disorder and True Memory, False Memory, and Metamemory." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271999.
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<p> The current study examined the relationship between the worry symptoms of Generalized Anxiety Disorder (GAD), free recall memory, false memory, and metamemory. More specifically, the current research investigated the relationship between high levels of worry and individuals’ ability to accurately recall and recognize true and false memories of negative and neutral material and to determine the role worry played in an individual’s prediction that they would remember negative and neutral words. In addition, the present study examined whether the prediction of remembering negative and neutral material coincided with actual memory performance. Participants (<i>n</i> = 62) were recruited from undergraduate Introductory Psychology, Statistics, and Senior Capstone courses at a medium-sized Midwestern public university. The participants were sorted into either a high or low worry group, and there were 31 participants in each group. All participants completed a demographics questionnaire, a measure of worry symptoms, a measure of depressive symptoms, judgment of learning (JOL) ratings, free recall tasks, math distractor tasks, and a false memory task. The hypotheses of the present study will be discussed herein. The results of the study did not support the majority of the hypotheses, but the individual results are discussed herein. The possible implications of the study relate to the role that high anxiety levels have both on academic performance and in clinical settings.</p>
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Bertrand, Julie. "Le fractionnement de la métamémoire dans la maladie d'Alzheimer." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCI018/document.
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Cette thèse porte sur les relations entre mémoire et conscience du trouble dans la maladie d'Alzheimer. La maladie d'Alzheimer touche 5% de la population âgée de plus de 65 ans. Dans les faits, 880 000 personnes sont concernées en France en 2011 parmi lesquelles 30 000 sont âgées de moins de 35 ans. A l’heure actuelle, de nombreux progrès ont été faits permettant de mieux comprendre les déficits mnésiques chez ces patients et leur évolution au cours de la maladie. Toutefois, très peu de recherches ont évalué l’influence de ces troubles de mémoire sur la conscience du trouble et/ou de la maladie. L'axe principal de cette thèse sera donc d'évaluer comment les troubles de mémoire dans la maladie d'Alzheimer influencent la conscience du trouble<br>Alzheimer's disease is characterized by memory deficits. However, only a few studies have explored how patients judge their memory difficulties. The main aim of this thesis is to determine in more details whether or not Alzheimer’s patients have impaired metamnesic abilities (knowledge about own memory). Indeed, previous studies showed a complex pattern of results and suggested a fractionation of metamemory in Alzheimer’s disease (Souchay, 2007). Therefore, the main aim of this thesis is to explore this fractionation in more details and to explore whether it can be observed (1) between long-term memory tasks and short-term memory tasks, (2) according to the type of response (judgment of learning or judgment of forgetting, or (3) with implicit measures).To study the fractionation hypothesis, 7 studies have been carried out comparing younger adults, older adults and patients with amnesic Mild Cognitive Impairment or Alzheimer's disease. Results first contradicted the existence of fractionation of metamemory, Alzheimer’s patients were as accurate as predicted their performance on short-term memory tasks than on long-term memory (yet failed). Furthermore, this work showed that implicit metamemory judgments are preserved in Alzheimer's disease (Mograbi and Morris, 2013) on both episodic and semantic memory tasks, contrary of the observation on explicit measures in literature (Souchay, 2000). Finally, patients were more inaccurate than elderly when asked to predict their remembering and their forgetting on both episodic and semantic memory tasks. In conclusion, results contradict the existence of a fractionation of metamemory in Alzheimer's disease. This finding will contribute to inform metamemory (Flavell, 1979 ; Nelson et Narens, 1990) and ansognosia models (Cognitive Awareness Model : Agnew et Morris,1998 ; Hannedotir et Morris, 2007 ; Morris et Hannesdotir, 2004 ; Morris et Mograbi, 2013)
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Bell, Jacqueline Brooks. "Asperger's syndrome and metamemory how well can one child predict his knowledge of the world around him? /." Master's thesis, Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06292007-164551.
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Duke, Lisa Marie. "Underawareness of deficit in Alzheimer's disease: Convergent validation of metamemory tasks and the relationship to risky behavior." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284208.
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Underawareness of memory impairment in Alzheimer's disease (AD) was examined using three experimental methodologies: the feeling-of-knowing (FOK) paradigm, the performance prediction/postdiction paradigm (PPP), and patient-caregiver discrepancy on questionnaire (QD). For the FOK paradigm, thirty-two AD patients and their spouses were given an episodic (sentence) memory task, during which they were asked to recall the sentences' final words and to make retrospective confidence judgements about their recall attempts. For failed items, participants rated their future likelihood of correctly recognizing each ending (FOK). Participants' ratings were compared to actual recall or recognition scores. Results revealed that AD patients were less accurate than their non-demented spouses in making retrospective recall and prospective FOK ratings. Similarly, results from the PPP showed that AD patients overestimated their own performance relative to their caregivers' performance on a list learning and memory task, more than caregivers did. Contrary to prior research, participants' responses on questionnaires concerning their own and their spouses' memory change showed that AD patients reported less memory change for both themselves and their caregivers. The paradigms were hypothesized to differ in the extent to which they require different aspects of metamemory ability. Because both require on-line memory monitoring ability, it was hypothesized that the FOK and PPP would be most related, while the QD was predicted to be relatively independent, relying more on generalized self-memory beliefs. A principal components analysis confirmed that the questionnaire data was relatively independent from the other two methodologies. However, the prospective FOK ratings loaded on a different component than the retrospective ratings and the PPP variables. Memory monitoring may be dissociable by task, with prospective ratings relying more on inferential processes, thought to depend on frontal lobe functioning. In order to examine the relationship between underawareness and risky behavior, caregivers were administered a novel interview during which they rated the patients' propensity to attempt various activities, as well as the riskiness of each behavior. Contrary to expectation, riskiness was not significantly correlated with underawareness, but was associated with greater impairments of activities of daily living.
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Pannu, Jasmeet Kaur. "Tip-of-the-tongue States in Aging: Evidence From Behavioral and Neuroimaging Studies." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194271.
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Metamemory is defined as the knowledge about one's memory capabilities and about strategies that can aid memory (Shimamura, 1994). One particularly intriguing type of metamemory judgment is a tip-of-the-tongue experience, which refers to a strong feeling that a target word, though presently not recalled, is known and on the verge of being produced. Older adults report more TOT experiences than young adults. However, there is great variability among older adults in performance on memory and executive function tasks, and it is unknown whether subsets of older adults experience more TOT states. Additionally, the neural correlates of successful retrieval, TOTs, and unsuccessful retrieval in aging have not been studied. In the studies reported here, the relationship between frontal and medial temporal neuropsychological factor scores (see Glisky et al., 1995) and performance on metamemory tasks was examined. Importantly, this was the first study to examine the neural correlates of tip-of-the-tongue experiences in older adults. In an event-related fMRI design, participants viewed famous and novel faces and were asked to respond regarding successful retrieval, unsuccessful retrieval, or tip-of-the-tongue experiences. Results show that, as a group, older adults had activation in the medial prefrontal cortex and anterior cingulate during tip-of-the-tongue states, consistent with similar studies in young adults (Maril et al., 2001; Pannu et al., 2004, Schnyer et al., 2005). Additionally, activations in lateral prefrontal cortex and medial temporal areas during the task varied systematically with frontal and temporal lobe factor scores. These results provide evidence for differences in neural activation between groups of healthy older adults characterized on the basis of neuropsychological performance, and shed light on the neural underpinnings of the tip-of-the-tongue states in aging.
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Bell, Jacqueline Brooks. "ASPERGER?S SYNDROME AND METAMEMORY: HOW WELL CAN ONE CHILD PREDICT HIS KNOWLEDGE OF THE WORLD AROUND HIM?" MSSTATE, 2007. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06292007-164551/.
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We investigated whether a child with Asperger?s Syndrome would demonstrate deficits in awareness of cognitive processing similar to those demonstrated for awareness of social interactions. The cognitive processes examined were memory and metamemory, or knowing about knowing. With regard to procedural metamemory, the child was unable to accurately predict his own memory, particularly which items he would not be able to recall. Declarative metamemory also was impaired. Tasks requiring imitation of the researcher or that were largely nonverbal resulted in particularly poor performance. The findings indicate that the child?s social deficits related to Asperger?s Syndrome extended to the cognitive domain. Overall, a deficit in cognitive awareness was observed.
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Trujillo, Amanda Kathryn. "Age Differences in Word Recall Predictions." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/gerontology_theses/20.
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This study examined factors related to word list performance predictions made by younger and older adults. A performance prediction is an estimate made prior to being exposed to the material that is studied for a specific task. The current study examined the age differences in a sample of 59 older adults (M = 76.83 years old, SD = 8.28) and 51 younger adults (M = 21.19 years old, SD = 3.22) on performance predictions for both an immediate and delayed word recall task. Memory self-efficacy and other self-rating measures were not found to influence immediate or delayed predictions. A repeated measures ANOVA revealed that older adults improved in absolute accuracy from immediate to delayed prediction whereas younger adults became less accurate. The results suggest that all metamemory skills do not deteriorate with age, as the older adults were capable of monitoring their memory accurately based on previous performance.
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Costa, Danyelly Piauilino [UNIFESP]. "Avaliação de queixas de memória por meio do Questionário de Memória Prospectiva e Retrospectiva (QMPR) numa amostra populacional na Cidade de São Paulo." Universidade Federal de São Paulo (UNIFESP), 2010. http://repositorio.unifesp.br/handle/11600/9072.
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Publico-00397.pdf: 509322 bytes, checksum: 8765f9f67f3ef7c3f01f454555979a6a (MD5)<br>O Questionário de Memória Prospectiva e Retrospectiva (QMPR) foi construído para avaliar memória subjetiva e para ter confiabilidade aceitável e validade fatorial, preditiva e concorrente. Entretanto, o QMPR nunca foi administrado numa amostra probabilística representativa da população em todas as idades na fase adulta, nem existem estudos precedentes controlados para os fatores que são conhecidos por influenciar a metamemória, tal como o status afetivo. Neste estudo, o QMPR foi aplicado em três estágios probabilísticos numa amostra representativa da população de São Paulo, Brasil, de acordo com o sexo, a idade (20-80 anos), e o status econômico (n=1042). Em seguida, com a exclusão dos indivíduos que tiveram as condições que prejudicam a memória (depressão, ansiedade, uso de psicotrópicos, e/ou teve desordens neurológicas/psiquiátricas), permaneceram 664 indivíduos em que: a) aplicaram-se análises fatoriais confirmatórias para testar modelos competidores da estrutura latente do QMPR; b) estudaram-se efeitos de sexo, da idade, da educação e do status econômico nas queixas de memória prospectiva e retrospectiva. O modelo com o melhor ajuste teve a mesma estrutura tripartida (um fator geral da memória e dois fatores ortogonais da memória prospectiva e retrospectiva) . As mulheres queixaram-se mais dos lapsos gerais da memória, em especial aquelas nos primeiros 5 anos após a menopausa, e houve mais queixas de memória prospectiva do que retrospectiva, exceto em participantes com renda familiar mais baixa.<br>The Prospective and Retrospective Memory Questionnaire (PRMQ) has been shown to assess subjective memory and to have acceptable reliability and factorial, predictive and concurrent validity. However, the PRMQ has never been administered to a probability sample survey representative of all ages in adulthood, nor have previous studies controlled for factors that are known to influence metamemory, such as affective status. This study, the PRMQ was applied in a survey adopting a probabilistic three-stage cluster sample representative of the population of São Paulo, Brazil, according to sex, age (20- 80 years), and economic status (n=1042). After excluding subjects who had conditions that impair memory (depression, anxiety, used psychotropics, and/or had neurological/psychiatric disorders), in the remaining 664 individuals: a) applied confirmatory factor analyses to test competing models of the latent structure of the PRMQ; b) studied effects of sex, age, schooling and economic status on prospective and retrospective memory complaints. The model with the best fit had the same tripartite structure (general memory factor and two orthogonal prospective and retrospective memory factors). Women complained more of general memory slips, especially those in the first 5 years after menopause, and there were more complaints of prospective than retrospective memory, except in participants with lower family income.<br>TEDE
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Roper, Jeremy Clark. "The Neural Correlates of Retrospective Memory Monitoring: Convergent Findings from ERP and fMRI." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3052.
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Monitoring the accuracy of memory is an automatic but essential process of memory encoding and retrieval. Retrospective memory confidence judgments are making effective and efficient decisions based on one's memories. The neural processes involved in retrospective confidence ratings were investigated with EEG and fMRI using a recognition memory task designed such that participants also rated their confidence in their memory response. Correct trials (hits and correct rejections) were examined for differences related to the participants' level of confidence in their response. There were significant differences in electrophysiological activity (in the FN400 and the late parietal component) associated with confidence rating, with mean deflection increasing as confidence decreased. fMRI analysis revealed activity that appeared to be specific to the process of confidence rating. Activity was found to increase in the medial frontal, lateral frontal, and lateral parietal cortices as confidence decreases, but only for hits. In the lateral frontal, lateral parietal, and medial parietal cortices, activity decreased as confidence increased. These data indicate that there are neural mechanisms specifically related to making retrospective memory confidence judgments.
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Lattimer, Miles. "The effects of repeated checking on memory and metamemory in older people and individuals with mild cognitive impairment (MCI)." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/60996/.
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Changes in memory and concerns regarding memory performance are common in older people, with many fearing developing dementia. Older people both with and without objective memory impairment may engage in compensatory strategies to reduce feelings of uncertainty, including checking or a reliance on memory aids. However, a number of studies have demonstrated that checking may paradoxically lead to reductions in metamemory (memory confidence, vividness and detail) as well as potential reductions in memory accuracy. The present study aimed to build upon previous research by adapting a stove paradigm developed by Radomsky, Gilchrist & Dussault (2006) to investigate the effects of repeated ‘relevant’ and ‘irrelevant’ checking on memory accuracy and metamemory in 20 community dwelling older people without memory problems, as well as a smaller sample of 14 individuals with mild cognitive impairment (MCI). The study employed 2 x 2 mixed factorial experimental designs for both samples. The independent variable was checking type (relevant checking and irrelevant checking). Participants were randomly assigned to either a ‘relevant checking’ or an ‘irrelevant checking’ condition. Participants in the ‘relevant checking’ condition completed 15 ‘checks’ of a non-functional replica stove while those in the ‘irrelevant checking’ condition completed 15 ‘checks’ of a dosette box, before completing a final checking trial of the stove. The dependent variables were measures of memory accuracy and metamemory (confidence, vividness and detail) assessed at two time points (pre-checking and post-checking). Consistent with earlier findings, repeated relevant checking led to significant decline in memory confidence, vividness and detail compared to the irrelevant checking condition for the older adult sample. The MCI sample showed significant decline in memory confidence following repeated checking although declines in vividness and detail did not reach significance. No change was observed in memory accuracy in either sample. The clinical and theoretical implications of this finding are discussed.
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Balla, Kate E. "Memory deficits in OCD : the impact of spontaneous organisational memory strategy use and anxiety on memory performance and metamemory." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/808903/.
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Research into memory performance in OCD has produced largely inconsistent findings. One potential explanation is that impaired memory performance is secondary to executive dysfunction and metamemory processes, including deficits in using organisational memory strategies, reduced memory confidence, and familiarity (remember/know) judgments of the to be remembered items, as well as the emotional state of anxiety. This explanation was investigated by comparing the performance of an OCD group (n=17) and a nonclinical control group (n=17) in a combined verbal and nonverbal memory recall/recognition task. Findings showed that memory recall and recognition accuracy were comparable between groups. However, the OCD group used less organisational memory strategies for words and had higher memory decay from immediate to delayed recall compared to nonclinical controls. There was no difference for pictures. This effect was enhanced after state anxiety was controlled, indicating that executive system impairments might be more linked to OCD than state anxiety. Memory confidence was significantly lower in the OCD than control group but this difference disappeared after state anxiety was controlled. Overall, these findings suggest that organisational strategy use is deficient and that confidence is reduced in OCD, which impacts memory performance. State anxiety levels had a differential effect on these deficits. Clinical applications of the findings are discussed and careful consideration is given to the limitations.
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Bégin, Galarneau Marie-Ève. "Self-ratings of Memory in Parkinson’s Disease: Relation to Depressive Symptoms, Personality and Executive Functions." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39207.
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Accurate self-assessment of memory is important for everyday function. Self-rating accuracy may be affected by several factors in aging, and especially in Parkinson’s disease (PD), but these putative influences have rarely been examined in the same study to determine their relative importance and the potential interactions among them. We examined self-ratings of memory in healthy older adults and people with PD. We used two metamemory scales: the relatively comprehensive Multifactorial Memory Questionnaire (MMQ) and the more brief Structured Telephone Interview for Dementia Assessment (STIDA). We took into account three key influencing variables: depression, personality variables (especially neuroticism and conscientiousness), and executive functions. The MMQ ability scale and the STIDA were moderately correlated for controls whereas this relationship failed to reach significance for patients after a Holm–Bonferroni correction. The difference between these correlations in the two groups was statistically significant. In both groups, objective memory performance and self-assessment of memory (assessed by MMQ ability, MMQ Satisfaction, and STIDA) were not significantly correlated. Conscientiousness and the interactions of group with conscientiousness and executive function were the strongest predictors of memory self-assessment as measured by MMQ ability. Our results suggest that memory self-assessment is not accurate, and is better predicted by conscientiousness and executive functions than by memory itself. Clinicians should know about the potential lack of accuracy of memory self-assessment when screening for memory impairment. Memory concerns reported by patients may not translate in objective memory impairment. At the opposite, confidence in memory may not reflect normal memory functioning.
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Ward, Adrian Frank. "One with the Cloud: Why People Mistake the Internet's Knowledge for Their Own." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11001.
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The internet is a consistent presence in people's daily lives. As people upload, download, and offload information to and from this cloud mind, the line between people's own minds and the cloud mind of the internet may become increasingly blurry. Building on the theory of transactive memory, the current research uses 2 pilot studies and 6 experiments to explore the possibility that using the internet to access information may cause people to become one with the cloud--to lose sight of where their own minds end and the mind of the internet begins, and to lose track of which memories are stored internally and which are stored online. These experiments explore three key factors that may lead to blurred boundaries between the self and the cloud: accessing the internet through a familiar access point or transactive memory partner (i.e., Google), having the "feeling of knowing" that often accompanies internet search, and experiencing the "knew it all along" effect when this feeling of knowing is falsely confirmed. These factors are often present when accessing information online, and may lead people to misattribute internet-related outcomes and characteristics to the self.<br>Psychology
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Sahu, Aparna A. "Individual Differences in Prospective Memory: The Roles of Handedness and Interhemispheric Interaction." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289845482.
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Rivers, Michelle Lauren. "Investigating Memory Reactivity with a Within-Participant Manipulation of Judgments of Learning." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1536928272520919.
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Zortéa, Maxciel. "Metamemória em adultos e em pacientes pós-acidente vascular cerebral." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/158189.
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Este trabalho investigou processos metamnemônicos de monitoramento e controle, bem como conhecimento e desempenho de memória em diversas condições. O Capítulo I apresenta um paradigma experimental de aprendizado associativo de pares de palavras para avaliação da metamemória. No Capítulo II observou-se que julgamentos de aprendizagem (JOL) tardios foram mais precisos do que imediatos, porém apenas para adultos jovens, em comparação a adultos de idade intermediária. Adultos jovens contaram mais com seus JOLs e seu desempenho de memória prévios para alocação de tempo de estudo (STA), porém apenas na condição JOLs tardios. No Capítulo III, os grupos de pacientes pós-acidente vascular cerebral e controles não se diferenciaram significativamente quanto ao funcionamento metamnemônico. Contudo, uma análise de séries de casos revelou heterogeneidade dos casos e associações e dissociações funcionais entre memória e metamemória, além de uma dissociação dupla entre monitoramento e controle de memória, indicando que lesões à esquerda comprometem o monitoramento, enquanto lesões à direita o controle.<br>This work investigated metamemory processes of memory monitoring, control, as well as memory knowledge and performance in several conditions. Chapter I presents a paired-words associative learning experimental paradigm to assess metamemory. In Chapter II we observed that delayed judgements of learning (JOLs) were more accurate than immediate JOLs, however only for young adults compared to intermediate age adults. Young adults relied more on theirs previous JOLs and memory performance for the allocation of study-time (STA), though only in the delayed JOLs condition. In Chapter III a group analysis showed no significant differences for metamnemônic measures between stroke patients and controls. Nevertheless, a case series analysis revealed inter-case heterogeneity and functional associations and dissociations between memory and metamemory, in addition to a double dissociation between memory monitoring and control, which suggested that left hemisphere lesions impair the monitoring while right hemisphere lesions impair the control.
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Guzel, Mehmet Akif. "The effects of report option and inter-target association on memory and metamemory performance in cued and uncued recall of paired associates : a generate-recognize approach." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/359694/.
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The current research aimed to answer two main research questions. First, do variations in report-criterion option have differential effects on observing what is indeed remembered? Second, does increasing the inter-relatedness between target items have the same facilitative effect on metamemory just like it does on retrieval, or does it deteriorate in the same way as metacognitive monitoring measured by type-2 signal detection theory (dissociation)? Contrary to some earlier findings, Experiments 1 and 2 showed that participants do indeed withhold some correct responses due to the stringent report criterion. As a result, they report more correct responses when report option is maximally liberal (e.g., forced report) compared to a stringent report-criterion (freereport) particularly in uncued recall (Experiment 2). Experiment 3 found that when participants are encouraged to study cue-target pairs by focusing on targets more, intertarget association (ITA) is utilised to retrieve target items at retrieval. Thus, whilst retrieval of targets is facilitated, monitoring of the responses is not. Experiment 4 clearly showed a dissociation between memory and metacognitive monitoring due to high-ITA. Experiment 5, then, confirmed that the dissociation emerges due to the utilization of ITA by showing that it is attenuated in cued recall via ‘individuating’ the pairs (e.g., by interactive imagery). Confirming that the semantic context in which the target items studied is the critical factor to yield the observed dissociation, Experiment 6 showed that it is a strategic process that leads to the dissociation rather than solely an automatic process that facilitates retrieval of related targets by semantic activation. The results of the experiments were in line with the expectations of generate-recognize models (e.g., Bahrick, 1970) and showed that type-2 signal detection theory, which is based on this model, is an effective tool to investigate both memory and metamemory performance. The results were discussed with regards to the related literature.
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Myers, Nancy Ann. "A study of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management of nursing students on a regional campus of a large Midwestern university." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1117714.
Full textAbstract:
The research study regarding learning strategies of nursing students incorporated a descriptive correlational action research design. This study examined the differences between associate and baccalaureate degree nursing students regarding each of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management.Data were collected from 34 associate degree and 19 baccalaureate degree nursing students on a regional campus of a large Midwestern University in the United States. The demographic variables of age, gender, previous college degree, health care experience, other work experience, marital status, type of residence, location of residence, and grade point average were gathered. The demographic data of GPA and age were correlated with the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management as measured by the SKILLS (Self-Knowledge Inventory of Lifelong Learning Strategies) instrument modified with nursing contexts. Finally, an analysis of variance was used among the learning strategies and among the associate and baccalaureate degree student nurses' utilization of the learning strategies.Findings demonstrated that the associate degree students used metamotivation learning strategies more than the baccalaureate degree students did. Those pursuing an associate degree in nursing used the metacognition strategy more than they used either resource management or critical thinking. Finally, baccalaureate degree students used metacognition more than metamotivation, critical thinking, or resource management and memory more than they used the motivation learning strategy.Conclusions regarding less metamotivation of the baccalaureate students versus associate degree students' supported the literature equating intrinsic values with motivation. Another conclusion might be that associate degree students were pursuing a nursing degree to solve an acute problem in their life. The finding that metacognition was used more than the other strategies by the participants supports previous literature regarding the central role metacognition plays in education.Recommendations based on the findings included media campaigns and K- 12 programs addressing altruistic values. Other recommendations included methods that could be utilized by nursing instructors to promote each of the learning strategies. Recommendations for further research included the use of larger samples, longitudinal studies, and a comprehensive qualitative component.<br>Department of Educational Leadership