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Journal articles on the topic 'Metamemory'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 April 2023

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1

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

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

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2

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

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

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3

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

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

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4

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

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

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5

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

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

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6

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

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7

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

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

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8

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

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9

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

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

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10

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

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

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11

Brandt, Michelle, Raquel Luiza Santos de Carvalho, Tatiana Belfort, and Marcia Cristina Nascimento Dourado. "Metamemory monitoring in Alzheimer’s disease A systematic review." Dementia & Neuropsychologia 12, no. 4 (December 2018): 337–52. http://dx.doi.org/10.1590/1980-57642018dn12-040002.

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ABSTRACT Metamemory is the awareness of one’s own knowledge and control of memory, and refers to the online ability to gather information about the current state of the memory system. Objective: Metamemory is one’s own knowledge and control of memory. A systematic review was performed to identify the types of tasks used for evaluating metamemory monitoring, the stimuli used in these tasks, their limitations and the outcomes in people with Alzheimer’s disease (PwAD). Methods: This systematic review followed PRISMA methodology. A search of Pubmed, Scopus and Web of Science electronic databases was carried out in September, 2018, identifying experimental investigations of metamemory and dementia. Results: We included 21 studies. The most common tasks used were judgement of learning, feeling of knowing, judgement of confidence and global prediction. The rates of discrepancy between PwAD and caregivers still need further research. The Rey Auditory Verbal Learning Test was the most used list of words. PwAD are able to accurately rate their memory functioning and performance, when the evaluation is done soon afterwards. PwAD tend to overestimate their functioning and performance when the judgement involves forward-looking vision. Conclusion: In the context of metamemory impairment, clinicians and caregivers should seek interventions aiming to identify compensatory styles of functioning. This systematic review provides initial evidence for the use of metamemory measures as part of broader assessments evaluating Alzheimer’s disease.

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12

Suchow, J. W., D. Fougnie, and G. A. Alvarez. "Visual working metamemory." Journal of Vision 12, no. 9 (August 10, 2012): 348. http://dx.doi.org/10.1167/12.9.348.

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13

HOOD, BERNADETTE, and DOROTHY BRUCK. "Metamemory in narcolepsy." Journal of Sleep Research 6, no. 3 (September 1997): 205–10. http://dx.doi.org/10.1046/j.1365-2869.1997.00044.x.

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14

Schneider, Wolfgang, John G. Borkowski, Beth E. Kurtz, and Kathleen Kerwin. "Metamemory and Motivation." Journal of Cross-Cultural Psychology 17, no. 3 (September 1986): 315–36. http://dx.doi.org/10.1177/0022002186017003005.

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15

Hayashi, Atsuko. "Evaluation of Episodic and Lexical Metamemory and Executive Function in Healthy Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 700. http://dx.doi.org/10.1093/geroni/igab046.2623.

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Abstract In older adults, it is important to maintain awareness of memory as well as memory performance. However, it is not clear whether the awareness of episodic and lexical memory changes with age and is related to self-evaluation of memory and executive function. Here age-related changes and the relationship between metamemory, executive function, and metamemory scale were investigated. Healthy old (n=40) and young (n=34) groups participated in this study. In the episodic memory task, participants were asked to memorize ten Kanji words and to estimate the number of words they could recall after ten minutes. In the lexical memory task, they rated the likelihood that they could write a target Kanji word written in hiragana and then wrote them down. They were also asked to complete the metamemory in adulthood(MIA) and the position stroop task. In the episodic and lexical memory and the position stroop task and MIA subscales, the performances of the younger group were significantly better than those of the older group. In the episodic memory task, there were correlations between the metamemory and MIA subscales in both groups, but in the lexical memory task, only in the old group. No correlation was found between the results of both memory tasks and the stroop test. These results suggest that older people overestimate memory performances in the episodic and lexical memory tasks and metamemory performances may be associated with self-evaluation of memory. In addition, metamemory might not be related to frontal lobe function as shown in executive function tasks.

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16

Colvin, Leigh E., Matteo Malgaroli, Silvia Chapman, Anna MacKay-Brandt, and Stephanie Cosentino. "Mood and Personality Characteristics are Associated with Metamemory Knowledge Accuracy in a Community-Based Cohort of Older Adults." Journal of the International Neuropsychological Society 24, no. 5 (February 5, 2018): 498–510. http://dx.doi.org/10.1017/s1355617717001345.

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AbstractObjectives:Emerging work reveals the neuroanatomic changes that compromise metacognition; however, little is known about the impact of premorbid factors. Research suggests that psychological variables influence the perception of cognition, but whether they influence the accuracy of those perceptions (i.e., metacognition) has not been directly examined.Participants and Methods:Using Latent Class Analysis (LCA), we tested for discrete personality (NEOFFI) and mood (STAI, BDI-II, and GDS) classes among a community-based cohort of 151 older adults, enrolled in the NKI-Rockland study. Metamemory was calculated by comparing subjective memory ratings (modified Cognitive Failures Questionnaire) to objective memory (Rey Auditory Verbal Learning Test) to determine the degree to which individuals were overconfident, underconfident, or accurate in their self-assessment. A generalized linear model was used to examine whether metamemory differed across the emergent classes. A one samplettest was used to determine whether the metamemory scores of the emergent classes were statistically significantly different from zero, that is, over or under confident.Results:Two discrete classes emerged in the LCA: Class 1 was characterized predominantly by high extraversion and conscientiousness and low neuroticism and anxiety; Class 2 was characterized predominantly by low extraversion and conscientiousness and high neuroticism and anxiety. Metamemory differed significantly as a function of Class Membership (F(4,151)=5.42;p<.001), with Class 1 demonstrating accurate metamemory (M=0.21;SD=1.31) and Class 2 demonstrating under-confidence (M=−0.59;SD=1.39) in their memory.Conclusions:The significant association between psychological factors and metamemory knowledge accuracy suggests that such characteristics may be important to consider in the conceptualization, assessment, and treatment of metacognitive disturbances. (JINS, 2018,24, 498–510)

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17

Daurat, Agnès, Nathalie Huet, and Michel Tiberge. "Metamemory Beliefs and Episodic Memory in Obstructive Sleep Apnea Syndrome." Psychological Reports 107, no. 1 (August 2010): 289–302. http://dx.doi.org/10.2466/10.13.20.22.pr0.107.4.289-302.

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This study assessed metamemory and its role in actual episodic memory performance in 26 patients with obstructive sleep apnea syndrome and 27 healthy controls. Metamemory knowledge and memory beliefs were assessed using the Metamemory Inventory in Adulthood. Episodic memory performance was investigated with the Remember/Know paradigm. Subjective sleepiness was evaluated. Patients underwent a polysomnographic assessment. In contrast to the control group's more stable memory beliefs, patients self-assessed their memory as declining across time, and felt more anxious about their memory. There was only a modest difference between patients' self-perceptions of their memory capacities and those of the control group, but patients' actual memory performance was strongly disturbed. While the later was significantly correlated with severity of obstructive sleep apnea, scores on the Metamemory Inventory in Adulthood scales were not correlated with physiological measures, subjective sleepiness, or episodic memory performance. Obstructive sleep apnea may affect prefrontal cortex functioning and hence the ability to assess one's own memory impairment.

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18

Fandakova, Yana, Diana Selmeczy, Sarah Leckey, Kevin J. Grimm, Carter Wendelken, Silvia A. Bunge, and Simona Ghetti. "Changes in ventromedial prefrontal and insular cortex support the development of metamemory from childhood into adolescence." Proceedings of the National Academy of Sciences 114, no. 29 (July 3, 2017): 7582–87. http://dx.doi.org/10.1073/pnas.1703079114.

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Metamemory monitoring, or the ability to introspect on the accuracy of one’s memories, improves considerably during childhood, but the underlying neural changes and implications for intellectual development are largely unknown. The present study examined whether cortical changes in key brain areas hypothesized to support metacognition contribute to the development of metamemory monitoring from late childhood into early adolescence. Metamemory monitoring was assessed among 7- to 12-y-old children (n = 145) and adults (n = 31). Children returned for up to two additional assessments at 8 to 14 y of age (n = 120) and at 9 to 15 y of age (n = 107) (n = 347 longitudinal scans). Results showed that metamemory monitoring continues to improve from childhood into adolescence. More pronounced cortical thinning in the anterior insula and a greater increase in the thickness of the ventromedial prefrontal cortex over the three assessment points predicted these improvements. Thus, performance benefits are linked to the unique patterns of regional cortical change during development. Metamemory monitoring at the first time point predicted intelligence at the third time point and vice versa, suggesting parallel development of these abilities and their reciprocal influence. Together, these results provide insights into the neuroanatomical correlates supporting the development of the capacity to self-reflect, and highlight the role of this capacity for general intellectual development.

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

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Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension. The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.

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Ruiz, Marcos, and Cristobal Arroyo. "JOLer: A Java standalone application for simulating the Weaver & Kelemen's judgment of learning (JOL) model." Anales de Psicología 32, no. 3 (July 28, 2016): 893. http://dx.doi.org/10.6018/analesps.32.3.224401.

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<p style="text-indent: 1.5cm; margin-top: 0.4cm; margin-bottom: 0cm; line-height: 200%; widows: 2; orphans: 2;" align="JUSTIFY"><span style="color: #000000;"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">To assess <em>judgment of learning</em> (JOL) accuracy in metamemory, researchers have to measure how much the metamemory judgments adjust to the participant's memory-test performance. Absolute accuracy or <em>calibration</em> is the average correspondence between JOL and memory performance. Metamemory relative accuracy or <em>resolution</em> is a measure of how sensitive a participant is to the differential recallability between two studied items. Unfortunately, factors altering both calibration and resolution very often change also the distribution of JOL on the available scale for judgment. The problem with these effects on JOL distribution is that they could yield an altered resolution estimation due to the way in which its usual estimate is computed. <em>JOLer</em> simulates the behavior of participants in a typical metamemory procedure. The application is offered as a tool for metamemory researchers: it affords the opportunity to check whether, maintaining calibration parameters but changing JOL distributions between conditions, a different (and somewhat spurious) resolution estimate would be obtained.</span></span></span></p>

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Simon, Sharon Sanz, Renata Thomas Ávila, Gilson Vieira, and Cássio Machado de Campos Bottino. "Metamemory and aging: Psychometric properties of the Brazilian version of the Multifactorial Memory Questionnaire for elderly." Dementia & Neuropsychologia 10, no. 2 (June 2016): 113–26. http://dx.doi.org/10.1590/s1980-5764-2016dn1002007.

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ABSTRACT Metamemory measures provide subjective memory information and are relevant to investigate memory ability in aging. However, there is a lack of metamemory instruments available in Brazil. Objective: The aim of this study was to examine the psychometric properties of the Brazilian version of the Multifactorial Memory Questionnaire (MMQ), which evaluates different dimensions of subjective memory functioning, such as Feelings, Abilities and Strategies used in everyday life. Methods: The MMQ was translated into Portuguese and administered to 30 Brazilian elderly subjects. The participants underwent cognitive tests, mood scales and metamemory instruments. Results: Analyses revealed good internal consistency (Cronbach's a coefficient ranged from 0.75 to 0.89) and test-retest validity for each MMQ dimensions (positive correlations between two applications ranged from 0.75 to 0.8). Convergent validity evidence for the MMQ was confirmed by significant positive correlations (0.47 to 0.68) with dimensions of the Metamemory in Adulthood scale (MIA) (i.e., the Ability, Control, Self-efficacy and Strategy dimensions). Discriminant validity revealed no associations between the MMQ and cognitive performance, suggesting a weak metamemory-objective memory correspondence. Moreover, there was a negative correlation between MMQ-Ability subscale scores and mood symptoms (-0.63 for anxious symptoms, and -0.54 for depressive symptoms); and the Brazilian MMQ was comparable with MMQ translations to other languages. Conclusion: The Brazilian MMQ exhibits good psychometric properties and appears promising for clinical and research purposes. Additional studies are needed to further examine the psychometric properties of the Brazilian MMQ in a larger sample.

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Ly, Timothy, Jeanne Cundiff, Jason DeCaro, and Rebecca Allen. "REIMAGINING AGING: EXAMINING THE IMPACT OF LIFETIME DISCRIMINATION EXPERIENCES ON EVERYDAY METAMEMORY." Innovation in Aging 6, Supplement_1 (November 1, 2022): 823. http://dx.doi.org/10.1093/geroni/igac059.2959.

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Abstract Lifetime and recent experiences of discrimination (based on race, gender, religion, sexual orientation, etc.) contribute to impaired performance on cognitive assessments. However, the underlying mechanism by which discrimination negatively impacts cognition is unclear. Recent research investigating stress-induced impairment of metamemory may address the relationship between discrimination experiences and cognitive impairment. The aim of this study was to determine the relationship between lifetime experiences of discrimination, especially recent experiences, and everyday metamemory from a lifespan perspective (ages 20–75), using data collected from the Midlife in the United States (MIDUS Refresher 1) Daily Diary Project (N = 782). Results from a 2-level multilevel model showed that the relationship between recent experiences of discrimination explained unique variance in impaired metamemory accuracy (25%; β = .377, σ = .052, 95% CI [.275, .479]), suggesting that individuals with recent discrimination experiences reported more cognitive complaints. Furthermore, the relationship between age, recent experiences of discrimination, and impaired metamemory showed that younger individuals reported more complaints after experiencing discrimination than older individuals (β = .192, σ = .092, 95% CI [.011, .373]. Individual differences accounted for 45% of the variance in the number of cognitive complaints. These findings demonstrate the need for more research into understanding metamemory accuracy as an underlying mechanism by which the psychosocial stressor of discrimination impacts cognition across the lifespan. Moreover, understanding the experiences of diverse aging populations, including experiences of discrimination, and their impact on cognition will inform research on interventions to promote positive cognitive health outcomes across the lifespan.

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Young, Kymberly D., Zehra F. Peynicioĝlu, and Timothy J. Hohman. "Revelation effect in metamemory." Psychonomic Bulletin & Review 16, no. 5 (October 2009): 952–56. http://dx.doi.org/10.3758/pbr.16.5.952.

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24

KAWANO, RIE. "Metamemory in Older Adults." Japanese Journal of Educational Psychology 47, no. 4 (1999): 421–31. http://dx.doi.org/10.5926/jjep1953.47.4_421.

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25

Maki, Ruth H., and Sharon Swett. "Metamemory for narrative text." Memory & Cognition 15, no. 1 (January 1987): 72–83. http://dx.doi.org/10.3758/bf03197713.

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Carr, Martha, and John G. Borkowski. "Metamemory in Gifted Children." Gifted Child Quarterly 31, no. 1 (January 1987): 40–44. http://dx.doi.org/10.1177/001698628703100109.

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Beatty, William W., and Nancy Monson. "Metamemory in multiple sclerosis." Journal of Clinical and Experimental Neuropsychology 13, no. 2 (March 1991): 309–27. http://dx.doi.org/10.1080/01688639108401046.

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O'shea, Marie F., Michael M. Saling, and Peter F. Bladin. "Can metamemory be localized." Journal of Clinical and Experimental Neuropsychology 16, no. 4 (August 1994): 640–46. http://dx.doi.org/10.1080/01688639408402675.

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29

Souchay, Céline. "Metamemory in Alzheimer's Disease." Cortex 43, no. 7 (January 2007): 987–1003. http://dx.doi.org/10.1016/s0010-9452(08)70696-8.

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ALLWOOD, CARL MARTIN, PÄR ANDERS GRANHAG, and ANNA-CARIN JONSSON. "Child witnesses' metamemory realism." Scandinavian Journal of Psychology 47, no. 6 (December 2006): 461–70. http://dx.doi.org/10.1111/j.1467-9450.2006.00530.x.

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31

Shaddock, Ann, and Marie Carroll. "Influences on metamemory judgements." Australian Journal of Psychology 49, no. 1 (April 1997): 21–27. http://dx.doi.org/10.1080/00049539708259846.

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O’Sullivan, Julia T., and Mark L. Howe. "Metamemory and Memory Construction." Consciousness and Cognition 4, no. 1 (March 1995): 104–10. http://dx.doi.org/10.1006/ccog.1995.1011.

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Kelly, Amy, Marie Carroll, and Giuliana Mazzoni. "Metamemory and reality monitoring." Applied Cognitive Psychology 16, no. 4 (2002): 407–28. http://dx.doi.org/10.1002/acp.803.

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Zortea, Maxciel, Graciela Inchausti de Jou, and Jerusa Fumagalli de Salles. "Memory monitoring and memory control in chronic stroke patients Dissociated processes." Dementia & Neuropsychologia 13, no. 1 (March 2019): 44–52. http://dx.doi.org/10.1590/1980-57642018dn13-010005.

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ABSTRACT. Memory problems are common in stroke patients, although little is known about how accurately chronic stroke patients can monitor and control memory processes. Objective: The performance of memory and metamemory in stroke patients and healthy controls were investigated, as well as dissociation between performances. Methods: 10 adults with right hemisphere lesion (mean [M] age=53.2 [SD=9.7]), 10 with left hemisphere lesion (M age=60.4 [SD=6.6]) and 20 healthy participants (M age=56.5 [SD=9.3] with no neurological disease, matched for sex, age and years of education participated in a multiple-case design study. Participants completed a metamemory experimental paradigm, as well as immediate and delayed word recall and recognition tasks. Results: Data indicated that 10 out of the 20 patients presented significantly lower scores compared to controls, two of which had global deficits (functional association). Functional dissociations between memory monitoring (judgments of learning, JOL), control (allocation of study time) and capacity (cued-recall task) among patients were found for eight cases, suggesting these processes are independent. Conclusion: These findings reveal stroke patients may have specific metamemory impairment and can contribute to the understanding of cognitive models of metamemory processing.

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Howard, Charlotte E., Pilar Andrés, and Giuliana Mazzoni. "Metamemory in Temporal Lobe Epilepsy: A Study of Sensitivity to Repetition at Encoding." Journal of the International Neuropsychological Society 19, no. 4 (February 13, 2013): 453–62. http://dx.doi.org/10.1017/s1355617712001646.

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AbstractThe purpose of the current study was to determine whether the level of metacognitive sensitivity previously observed in global Judgments-of-Learning (JOLs) in temporal lobe epilepsy (TLE) patients could also be established when making item-by-item JOLs. Fourteen TLE patients and 14 control participants were compared on a memory task where 39 semantically unrelated word pairs were presented at three different levels of repetition. Thirteen word pairs were assigned to each level. A combined JOL and Feeling-of-Knowing (FOK) task was used to examine metamemory monitoring and control processes. The results showed that control participants outperformed TLE patients on recall and recognition. However, both groups were sensitive to repetition of the word pairs throughout the list, revealing intact online monitoring and control processes at encoding. These results are consistent with the findings of Howard et al. (2010) of intact metamemory in TLE patients and extend the findings of Andrés et al. (2010) of metamemory sensitivity from the global level to the item-by-item level. Finally, the current findings provide additional evidence of a dissociation between memory and metamemory in TLE patients. (JINS, 2013, 19, 1–10)

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Henry, Lucy A., and Tricia Norman. "The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children." International Journal of Behavioral Development 19, no. 1 (March 1996): 177–99. http://dx.doi.org/10.1177/016502549601900113.

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This study investigated the relationships between metamemory, the use of simple memory strategies and memory performance in children aged 4 to 5 years. Children carried out two memory tasks (memory span for pictures, free recall of toys), and their recall and use of strategies while carrying out these tasks was recorded. They also completed two metamemory tasks: predicting memory performance and responding to a nonverbal questionnaire concerning knowledge about memory-relevant variables. The metamemory questionnaire scores were significant predictors of memory performance in both tasks. In addition, some of the strategy variables were negative predictors of performance. Off-task behaviour reduced recall, as did naming (an unexpected result), for free recall of toys. Naming items at recall (but not at presentation) reduced recall in the memory span task. There was also some positive evidence that children who consistently named pictures at presentation had higher memory spans than children naming at recall only or using no strategies at all. It was concluded that both metamemory knowledge and the use of simple strategies are significantly related to memory performance in young children, but that these relationships are modest.

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Schaper, Marie Luisa, and Ute J. Bayen. "The metamemory expectancy illusion in source monitoring affects metamemory control and memory." Cognition 206 (January 2021): 104468. http://dx.doi.org/10.1016/j.cognition.2020.104468.

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Drigas, Athanasios, Eleni Mitsea, and Charalabos Skianis. "Metamemory: Metacognitive Strategies for Improved Memory Operations and the Role of VR and Mobiles." Behavioral Sciences 12, no. 11 (November 14, 2022): 450. http://dx.doi.org/10.3390/bs12110450.

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Memory is one of the most vital cognitive functions, affecting almost all aspects of human life. Meta-memory is considered a special part of metacognition that enables humans to acquire mnemonic knowledge and meta-skills to take control of their memory functions. In the digital era, the use of mobile applications to improve memory is constantly gaining ground, while virtual reality is considered a promising technology for memory rehabilitation. The current study aimed to present a metamemory framework based on eight fundamental principles of metacognition. The theoretical model is complemented by a set of meta-mnemonic strategies while emphasizing the role of virtual reality and mobile applications in metamemory skills training. The metamemory strategies framework supported by virtual reality and mobile applications provides a training paradigm for implementation in general, special, and vocational education.

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Geary, David C., Ilona H. Klosterman, and Katherine Adrales. "Metamemory and Academic Achievement: Testing the Validity of a Group-Administered Metamemory Battery." Journal of Genetic Psychology 151, no. 4 (December 1990): 439–50. http://dx.doi.org/10.1080/00221325.1990.9914630.

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Goodman, Caryn R., and Steven H. Zarit. "Ecological Measures of Cognitive Functioning: A Validation Study." International Psychogeriatrics 7, no. 1 (March 1995): 39–50. http://dx.doi.org/10.1017/s1041610295001839.

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Observed cognitive decline in the elderly has been widely reported in the literature. The relation of experimental cognitive ability measures to real-world cognitive competence has been questioned. This research examines the validity of English-language versions of two measures of everyday competency: the Memory in Reality test involving object placement recall and the Coin Test, a money-sorting task. The measures were developed as part of a Swedish epidemiologic study. Validity was evaluated by comparison of these tasks with standard cognitive tests and with a measure of metamemory. It was expected that the ecological measures would have a stronger association with metamemory than the standard tests. Subjects were 93 community-dwelling women, aged 75 and older. The ecological tasks correlated positively with the standard tests, but there were inconsistent relations of both standard and ecological measures with metamemory. The results partly support use of these measures for evaluating everyday functioning.

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Ghetti, Simona, and Yana Fandakova. "Neural Development of Memory and Metamemory in Childhood and Adolescence: Toward an Integrative Model of the Development of Episodic Recollection." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 365–88. http://dx.doi.org/10.1146/annurev-devpsych-060320-085634.

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Memory and metamemory processes are essential to retrieve detailed memories and appreciate the phenomenological experience of recollection. Developmental cognitive neuroscience has made strides in revealing the neural changes associated with improvements in memory and metamemory during childhood and adolescence. We argue that hippocampal changes, in concert with surrounding cortical regions, support developmental improvements in the precision, complexity, and flexibility of memory representations. In contrast, changes in frontoparietal regions promote efficient encoding and retrieval strategies. A smaller body of literature on the neural substrates of metamemory development suggests that error monitoring processes implemented in the anterior insula and dorsal anterior cingulate cortex trigger, and perhaps support the development of, metacognitive evaluationsin the prefrontal cortex, while developmental changes in the parietal cortex support changes in the phenomenological experience of episodic retrieval. Our conclusions highlight the necessity of integrating these lines of research into a comprehensive model on the neurocognitive development of episodic recollection.

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Monika, M., and V. Anitha Devi. "A Study on the Use of Computer Assisted Language Learning Reading Activities to Develop Learners’ Metamemory." ECS Transactions 107, no. 1 (April 24, 2022): 15509–20. http://dx.doi.org/10.1149/10701.15509ecst.

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Meta-memory plays an important role in the late adolescent period. Based on the results, the study aims to develop an android application to develop metamemory and reading skills through cognitive language therapy among first-year late adolescent learners with the psychosomatic condition. Cognitive language therapy was employed as psychotherapy and it will develop users’ memory, reading skills, language learning engagement, which will lead to overall academic achievement. The study investigates the significant difference in the participant’s reading skills due to the English language-based cognitive therapy and participant’s metamemory after the intervention of the English language activities in the application. Data collection tools like questionnaires, interviews, and feedback were used to collect data from the learners. The participant’s memory and psychological condition were analyzed through the questionnaire. Cognitive language activities were employed to develop metamemory and reading skills. The result shows that English language-based cognitive therapy activities in the application have improved the reading skill, among late adolescents’ learners with the psychosomatic condition.

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Schwartz, Bennett L., Zehra F. Peynircioğlu, and Joshua R. Tatz. "Effect of processing fluency on metamemory for written music in piano players." Psychology of Music 48, no. 5 (January 9, 2019): 693–706. http://dx.doi.org/10.1177/0305735618817925.

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We examined the effects of processing fluency on metamemory for written music. In Experiment 1, piano players studied short sequences notated in either treble or bass clef by playing them on a silent keyboard with either their left or right hand, creating a congruent (fluent) and an incongruent (dysfluent) condition (hand/clef match or mismatch, respectively). A subsequent recognition test accompanied by confidence ratings (CRs) gauged retrospective metamemory. Items in the congruent conditions were recognized better (a desirable-difficulty effect), but CRs showed that participants were unaware of this memory difference. In Experiment 2, judgments of learning (JOLs) followed each studied sequence to gauge prospective metamemory. JOLs were higher in the congruent condition, although recognition was unaffected. In Experiment 3, whether the music was fingered on the silent keyboard or not did not influence results. These data are discussed within the framework of metacognitive theories that emphasize the importance of processing fluency.

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Baillargeon, Jacques, and Sylvie Neault. "Les modifications de la métamémoire reliées au vieillissement: Nouvelle évidence auprès d'un échantillon francophone." Canadian Journal on Aging / La Revue canadienne du vieillissement 8, no. 4 (1989): 343–54. http://dx.doi.org/10.1017/s0714980800008552.

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ABSTRACTThis paper presents a French adaptation of the Metamemory in Adulthood (MIA) instrument. The purpose of the study was to assess the psychometric qualities of the French version and to test its validity by replicating age and sex differences in a large sample of French speaking adults. The MIA was administered to 120 males and 185 females, aged between 18 and 95. The initial factor structure of the MIA was replicated and the eight metamemory dimensions were identified, although there was some overlap between the dimensions. The internal consistency of the scales was assessed by computing Cronbach's alpha coefficients; seven of the eight scales were found to be reliable. The intercorrelations between the dimensions were also examined and revealed that each scale is tapping a specific aspect of metamemory. Finally, the analyses of variance confirmed the existence of significant age differences on five scales of the MIA and sex differences on three dimensions.

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Dellefield, Ken S., and Graham J. McDougall. "Increasing Metamemory In Older Adults." Nursing Research 45, no. 5 (September 1996): 284–90. http://dx.doi.org/10.1097/00006199-199609000-00006.

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Dellefield, K., and G. McDougall. "Increasing metamemory in older adults." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 15, no. 5 (May 1997): 360. http://dx.doi.org/10.1097/00004045-199705000-00010.

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Deutsch, Gayle K., Andrew J. Saykin, and Michael R. Sperling. "Metamemory in Temporal Lobe Epilepsy." Assessment 3, no. 3 (September 1996): 255–63. http://dx.doi.org/10.1177/1073191196003003006.

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Devolder, Patricia A., and Michael Pressley. "Metamemory across the adult lifespan." Canadian Psychology/Psychologie canadienne 30, no. 3 (July 1989): 578–87. http://dx.doi.org/10.1037/h0079822.

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Bjork, Robert A., and Thomas D. Wickens. "Memory, metamemory, and conditional statistics." Behavioral and Brain Sciences 19, no. 2 (June 1996): 193–94. http://dx.doi.org/10.1017/s0140525x00042187.

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AbstractKoriat & Goldsmith's distinction between encoding processes and metamnemonic decision processes is theoretically and practically important, as is their methodology for separating the two. However, their accuracy measure is a conditional statistic, subject to the unfathomable selection effects that have hindered analogous measures in the past. We also find their arguments concerning basic and applied research mostly beside the point.

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Suzuki-Slakter, Nancy S. "Elaboration and metamemory during adolescence." Contemporary Educational Psychology 13, no. 3 (July 1988): 206–20. http://dx.doi.org/10.1016/0361-476x(88)90021-5.

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