Gotowe bibliografie tematyczne / Metacognition

Gotowa bibliografia na temat „Metacognition”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Metacognition"

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Jost, John T., Arie W. Kruglanski i Thomas O. Nelson. "Social Metacognition: An Expansionist Review". Personality and Social Psychology Review 2, nr 2 (maj 1998): 137–54. http://dx.doi.org/10.1207/s15327957pspr0202_6.

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In this article we review recent social psychological contributions to the metacognitive movement. It is argued that social psychologists have long contributed to the study of “thinking about thinking,” even though their work has not yet been recognized as metacognitive. The present “expansionist” survey suggests that the domain of social metacognition should include (a) beliefs about one's own mental states and processes as well as beliefs about those of other people, (b) momentary sensations as well as enduring folk theories, and (c) descriptive beliefs about how the mind works and normative beliefs about how it ought to work. The contents and origins of metacognition are inherently social; at the same time, metacognitions are comprised of cognitive elements and are governed by the principles and laws applicable to human thinking in general. Accordingly, whereas metacognitions about self-knowledge may be derived from different informational sources than metacognitions about other people, the processes whereby different types of metacognitions are formed, activated, and applied are essentially the same. Focusing on the social nature of metacognition and the profound relevance of cultural expectations on cognitive performance makes clear the benefits of systematically exploring the cognitive-social interface in reference to metacognitive phenomena.
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Obuca, Faruk, Orkun Aydın, Süleyman Çakıroğlu i Pınar Ünal-Aydın. "The combined role of metacognition and mindfulness in social anxiety symptoms: A path model". Psihologija, nr 00 (2023): 13. http://dx.doi.org/10.2298/psi220729013o.

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Although social anxiety disorder (SAD) is widespread and associated with significant distress, its etiology is not yet fully explored. We aimed to examine how metacognitions and mindfulness interact with SAD symptoms. 531 college students were enrolled in this study. Participants completed the Liebowitz Social Anxiety Scale (LSAS), the Metacognition Questionnaire-30 (MCQ-30), and the Five-Facet Mindfulness Questionnaire (FFMQ). A path analysis was run to explore the associations between test variables. A positive correlation was found between metacognition and SAD symptoms, while mindfulness negatively correlated with SAD symptoms and metacognition. In the established path model, metacognition had an indirect effect on SAD symptoms, which is partially mediated by mindfulness. Our findings imply that metacognitions and mindfulness may influence SAD symptoms among young adults. Mindfulness seems to have a prominent role in regulating metacognition's effects on SAD symptoms. Therefore, interventions that accurately target these factors may alleviate the symptoms of this debilitating psychological disturbance.
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Kołodziejczyk, Agata, Julia Krawczyk, Elżbieta Tkaczyszyn-Mika, Julia Gniewczyńska, Michał Ziarko, Dorota Zozulińska-Ziółkiewicz i Tomasz Pawłowski. "The Role of Metacognition in the Prediction of Depressive and Anxiety Symptoms in Chronically Ill Patients". Journal of Clinical Medicine 13, nr 5 (25.02.2024): 1306. http://dx.doi.org/10.3390/jcm13051306.

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Introduction: Cancer, diabetes, and heart diseases are frequent causes of depression and anxiety. The study explored the metacognitive beliefs manifested by chronically ill patients and the presence of depressive or anxiety symptoms and the predictive role of metacognition in both. Methods: A total of 254 chronically ill patients participated in the study. The Metacognitive Questionnaire was used to measure the patients’ metacognitive beliefs, whereas the Hospital Anxiety and Depression Scale was applied to evaluate their psychopathological symptoms. A correlation analysis was performed to explore the relationships between metacognition and psychopathological symptoms. Regression analyses were conducted to examine the predictive role of metacognition in anxiety and depression. Results: The Negative Beliefs about Uncontrollability and Danger scale correlated with both anxiety and depression scales, and the Cognitive Confidence scale correlated with the depression scale. Linear regression analyses indicated that metacognitive beliefs were responsible for 32.2% of the variance of anxiety symptoms among all the chronically ill. Metacognitive beliefs accounted for 48.8% of the variance in anxiety symptoms and 36.6% in depressive symptoms among diabetes patients. Conclusions: There are specific correlations between psychopathological symptoms and metacognition among chronically ill patients. Metacognitions have a moderate role in developing and sustaining anxiety and depressive symptoms.
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Takarangi, Melanie K. T., Rashelle A. Smith, Deryn Strange i Heather D. Flowe. "Metacognitive and Metamemory Beliefs in the Development and Maintenance of Posttraumatic Stress Disorder". Clinical Psychological Science 5, nr 1 (1.10.2016): 131–40. http://dx.doi.org/10.1177/2167702616649348.

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Can metacognition increase trauma sufferers’ risk for developing and maintaining posttraumatic stress disorder (PTSD)? We assessed the role of a range of cognitive and metacognitive belief domains—including metamemory—on PTSD symptoms. Adult participants reported their existing meta/cognitions and lifetime exposure to trauma, then 12 weeks later, they reported meta/cognitions and PTSD symptoms in relation to new trauma exposure since the initial assessment. Participants with more PTSD symptoms held more problematic metacognitions than participants with fewer distress symptoms. Moreover, people who endorsed maladaptive metacognitions before trauma exposure were more likely to experience symptoms of PTSD after exposure. Metacognition predicted the maintenance of elevated PTSD symptoms over the 12-week delay. Our findings support the metacognitive model of PTSD and highlight the importance of metamemory, an understudied factor in PTSD research.
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Reeder, Clare, Teuta Rexhepi-Johansson i Til Wykes. "Different Components of Metacognition and their Relationship to Psychotic-Like Experiences". Behavioural and Cognitive Psychotherapy 38, nr 1 (26.10.2009): 49–57. http://dx.doi.org/10.1017/s1352465809990403.

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Background: Theories of the development of psychotic symptoms have suggested that metacognitive beliefs might play a part. However, studies offering supporting evidence have failed to distinguish between metacognitive beliefs about the consequences of having certain thoughts, and metacognitive beliefs about one's own cognitive skills. Aims: To distinguish metacognitive beliefs and investigate the extent of their association with psychotic-like experiences. Method: Participants were 60 healthy adults recruited primarily from two university campuses. Three measures of metacognition were administered: (i) Metacognitions Questionnaire (MCQ-30); (ii) Metacognitive Assessment Inventory; and (iii) Koriat General Questions Test; and two schizotypy questionnaires: O-Life and SPQ-B and data were analysed using an exploratory principal components analysis of the metacognition measures. Results: Three principal components were identified: (i) Beliefs about thoughts; (ii) Cognitive confidence; and (iii) Beliefs about cognitive regulation. Only the “beliefs about thoughts” component was significantly associated with the “psychotic-like experiences” factor, extracted from the measures of schizotypy. Conclusions: The finding supports theories suggesting that psychotic symptoms may be caused in part by negative metacognitive beliefs about thoughts. However, metacognition is a complex construct that is currently poorly understood.
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Gkika, Styliani, i Adrian Wells. "The impact of metacognitive beliefs and anticipatory processing on state anxiety in high socially anxious individuals in a speech task". Journal of Experimental Psychopathology 7, nr 4 (grudzień 2016): 588–600. http://dx.doi.org/10.5127/jep.054916.

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The metacognitive model (Wells & Matthews, 1994) proposes that metacognitions (e.g., positive or negative beliefs about worry and thoughts) are involved in emotional disorders alongside perseverative thinking, such as worry. In social anxiety, worry about forthcoming social situations, termed anticipatory processing (AP), is considered an important maintaining factor (Clark & Wells, 1995), but a role of metacognition is less clear. This study investigated AP and metacognition in 80 high socially anxious individuals asked to engage in either AP or a filler task before delivering a speech. AP and higher uncontrollability/danger metacognitive beliefs were associated with greater state anxiety overall. Individuals with higher positive beliefs about worry experienced less of an increase in anxiety before the speech, but their anxiety persisted until after the speech, compared to individuals with lower beliefs. The results support an effect of metacognitions and are discussed in terms of the social anxiety model and its implications.
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Rhodes, Matthew G. "Metacognition". Teaching of Psychology 46, nr 2 (5.03.2019): 168–75. http://dx.doi.org/10.1177/0098628319834381.

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Metacognition refers to a set of processes an individual uses in monitoring ongoing cognition so as to effectively control his or her own behavior. In this article, I discuss key frameworks for characterizing metacognition and describe approaches to measuring metacognition. Modern research in metacognition assumes that monitoring of cognition plays a causal role in self-regulation of cognitive processes, making it imperative that monitoring of cognition is accurate. Accordingly, I describe research on metacognitive accuracy and several factors that reliably impact metacognitive accuracy. I conclude by discussing emerging issues and approaches to teaching metacognition.
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Anggraheni, Fani Yunida, Kismiantini Kismiantini i Ariyadi Wijaya. "Analysis of Metacognition Ability to Solve Mathematics Problem". Southeast Asian Mathematics Education Journal 13, nr 1 (21.06.2023): 19–30. http://dx.doi.org/10.46517/seamej.v13i1.183.

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In this study, two components of metacognition were examined, namely metacognitive knowledge and metacognitive skills. This study aims to analyse the students’ metacognitive abilities based on predetermined indicators, by looking at the relationship between the performance of metacognition knowledge and metacognition skill. The study discovers that the students with low, medium, and high scores perform differently. The conclusion is that students who have metacognition knowledge do not necessarily have metacognition skills or abilities.
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Kochkorbaeva, Alina E., Ekaterina G. Denisova i Irina V. Abakumova. "METACOGNITIVE CORRELATES OF SUBJECTIVE WELL-BEING OF UNIVERSITY TEACHERS IN BORDER REGIONS IN MODERN CONDITIONS". Вестник Челябинского государственного университета Образование и здравоохранение 24, nr 4 (13.12.2023): 81–89. http://dx.doi.org/10.47475/2409-4102-2023-24-4-81-89.

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The article explores the relationship of metacognition characteristics with the components of subjective well-being of university teachers in border regions in modern conditions. In the introduction, the main theoretical concepts of metacognition and factors of subjective well-being are considered, the purpose of the study and the hy-pothesis are formulated. The sample of the study was 705 people (72% women) — teachers of higher educational institutions of the border regions (Donetsk and Lugansk regions). To study the characteristics of metacognition and well-being, the following methods were used: Shamionov R.M., Beskova T.V. Methods of diagnostics of subjective well-being of the person, the questionnaire “MCQ-30” by A.Wells, the method “Diff erential type of refl ection”, the questionnaire of self-assessment of metacognitive behavior by E.G. Denisova. According to the results of the cor-relation analysis, the presence of the relationship of the components of subjective well-being with the characteris-tics of metacognition was revealed. It is shown that the level of subjective well-being of residents of border regions in modern conditions is signifi cantly higher with a high level of development of metacognitive skills, systemic refl ection, supporting metacognitive schemes. Indicators that reduce the level of subjective well-being have been identifi ed. In particular, it was found that negative metacognitive patterns are most closely associated with a low level of subjective well-being. In conclusion, the conclusion is made about the signifi cant role of metacognitions in the formation and maintenance of the subjective well-being of residents of border regions in modern conditions.
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Ozturk, Nesrin. "A Pedagogy of Metacognition for Reading Classrooms". International Journal of Education and Literacy Studies 10, nr 1 (4.02.2022): 162. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.162.

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Despite metacognition's profound effects in research classrooms, such research might have a very limited influence on mainstream classrooms. This may stem from a lack of comprehensive and practical pedagogy that classroom teachers can adapt for metacognition instruction as researchers do. To address this problem, this study developed a pedagogy of metacognition for reading classrooms (PMR) by the principles of grounded theory. Data were collected via document analysis and a PMR was constructed through a systematic and analytic review of its literature. A PMR consists of 7 dimensions, and these include fostering students' metacognitive knowledge, scaffolding students' strategic reading, encouraging students’ independence with strategic reading, assessing metacognition, adopting goal-directedness, integrating the language of thinking, and prolonging instruction. Regarding the nature of a PMR, this paper does not propose a new instructional method or technique; however, it describes a framework to support teachers' professionalism with metacognition instruction. Therefore, reading teachers can transfer beneficial research practices to their mainstream classrooms without making distinctive instructional alterations or expansive changes in their classrooms.
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Rozprawy doktorskie na temat "Metacognition"

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Fujie, Márcia Akemi. "Monitoramento metacognitivo em adultos analfabetos funcionais e absolutos". Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9113.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Self-regulation refers to thoughts, feelings and actions that are planned and cyclically adapted so as to make the individual reach their goals. Within the self-regulation is the metacognitive monitoring, the ability with which the individual follows and evaluates their own cognition. The present study was divided into two studies, both aimed to investigate the metacognitive monitoring of illiterate adults using the metacognitive judgement, a measure of the metacognitive monitoring, in cognitive tasks that evaluate the general factor of intelligence, processing speed and short-term memory. The relation between the real performance and the estimated performance was also investigated, including in which cognitive task the real performance related more to the estimated performance. In addition, we investigated which type of judgment model – the only difference between the two studies – was the most accurate. The participants of Study (1) included 34 functional or fully illiterate adults, from both genders, and age between 40 and 60 years old; and participants of Study (2) included 15 functional or fully illiterate adults, from both genders, and age between 20 and 74 years old. The instruments utilized were: Initial Interview, R-1 Test and subtests Digit Symbol-Coding, Symbol Search and Digit Span from the Wechsler Adult Intelligence Scale III (WAIS III), Judgment Register from 0 to 10, Judgement Register from 0 to 100 and Judgement Register with the use of a metric object. Results indicated that the real performance of the subjects, in both studies, were lower when compared to subjects with a greater level of education, and, according to the Pearson product-moment correlation coefficient, there was a significant correlation between the real performance and the estimated performance in the subtest Digit Symbol-Coding in Study 1, and significant correlation between real and estimated performance in the subtests Digit Symbol-Coding, Digit Span and Symbol Search in Study 2. In addition, results indicated that the judgment made with a metric object presented he most accurate measures.
A autorregulação refere-se aos pensamentos, sentimentos e ações que são planejados e ciclicamente adaptados para o alcance dos objetivos traçados pelo indivíduo. Dentro dessa totalidade, encontra-se o monitoramento metacognitivo, que é a habilidade pela qual o sujeito “acompanha” e avalia sua própria cognição. Foram realizados dois estudos, ambos com o objetivo investigar o monitoramento de adultos analfabetos, por meio do julgamento, entendido como uma medida do monitoramento metacognitivo, sobre o desempenho em tarefas cognitivas que avaliam o fator geral de inteligência, a velocidade de processamento e a memória de curto prazo. Também foi investigada a existência de diferenças nas relações entre desempenhos reais e estimados e em quais tarefas cognitivas o desempenho real mais se relaciona ao desempenho estimado. Além disso, investigou-se qual o modelo de registro de julgamento foi o mais acurado, sendo o tipo de modelo utilizado a única diferença entre os estudos. Participaram do Estudo (1) 34 analfabetos funcionais ou absolutos, de ambos os gêneros e com idade entre 40 e 60 anos, e, no Estudo (2), 15 analfabetos funcionais ou absolutos, de ambos os gêneros e com idade entre 20 e 74 anos. Os materiais utilizados para a coleta de dados foram: Entrevista Inicial (EI), Teste R-1 e os subtestes Código, Procurar Símbolos e Dígitos da Escala Wechsler de Inteligência para Adultos III (WAIS III), Registro de Julgamentos de 0 a 10, Registro de Julgamentos de 0 a 100 e Registro de Julgamentos a partir de um objeto de medida. Os resultados indicaram que, em ambos os estudos, os escores reais dos participantes foram mais baixos quando comparados com sujeitos de maior escolaridade das amostras normativas dos instrumentos. A partir das correlações de Pearson, observou-se no Estudo 1 uma correlação significativa entre o desempenho real e o julgamento do desempenho no subteste Códigos; e, no Estudo 2, correlações significativas entre o desempenho real e o julgamento de desempenho nos subtestes Códigos, Dígitos e Procurar Símbolos. Ainda, os resultados indicaram que o julgamento de desempenho a partir de um objeto de medida foi o que apresentou as medidas mais acuradas.
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Mörck, Robin C. "Are Metacognition and Mindfulness related concepts?" Thesis, Örebro University, School of Law, Psychology and Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8487.

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This study was conducted to examine the primary theoretical relation between metacognition andmindfulness. 98 university students participated, the possible influence of their age and number ofeducation years on the concepts were also examined. A short version of the MetacognitiveAwareness Inventory along with the Philadelphia Mindfulness Scale were employed to measure theconcepts. The results indicated that awareness, a central component of mindfulness wassignificantly related to metacognition. The results suggest that the concepts to some extent areinterrelated. Comparisons were made between students above, and below the median of age (22),and education years (1.5); no significant differences in metacognition or mindfulness were found.Neither were age and education years together significantly associated with the concepts.

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Martin, Jean-Remy. "Schizophrenia and metacognition". Phd thesis, Université Pierre et Marie Curie - Paris VI, 2014. http://tel.archives-ouvertes.fr/tel-01020826.

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Over the course of my PhD I have investigated issues related to two main areas of investigation in cognitive science, namely Schizophrenia and Metacognition. My dissertation is divided in two parts: the first part includes three experimental studies (two studies in healthy subjects and one study in people with schizophrenia) and two theoretical studies addressing specific aspects of schizophrenia; the second part includes four theoretical studies addressing the role of metacognition in specific debates in philosophy and cognitive science of perception. I have explored two symptomatic expressions of schizophrenia, thought insertion and experiences of activity, as well as a potential cognitive bias, namely the potential presence of perceptual persistence biases. With respect to metacognition, I have investigated ways in which consideration of the role of metacognitive feelings (the experiential output of metacognitive processes) could shed new light on important current debates in analytical philosophy and cognitive science. The issues I have focused on are: the problem of hallucinations, the debate about cognitive penetrability (i.e., whether or not higher-order cognitive states may influence perceptual processes), the perception of absences and sensory substitution.
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Hurme, T. R. (Tarja-Riitta). "Metacognition in group problem solving—a quest for socially shared metacognition". Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262708.

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Abstract The aim of this study was to explore metacognition, specifically socially shared metacognition within computer-supported collaborative problem solving. Another aim of this study was to find methodological solutions for uncovering how metacognition becomes visible and shared in group problem solving in a text-based and asynchronous learning environment. During this dissertation study, two empirical experiments were performed. Participants in the first experiment were secondary school students (N=16) who worked with the Knowledge Forum (KF) learning environment. In the second experiment, triads of pre-service teachers’ (N=18) problem solving was supported by the Workmates (WM) learning environment. The data of this study consist of discussion forum data, self-report questionnaires, and individual’s feeling of difficulty graphs. In the data analysis, quantitative and qualitative research methods, along with individual and group level analyses, were combined to provide a deeper understanding of the phenomena being studied. A qualitative content analysis of the computer notes at the cognitive, metacognitive and social level were first analysed at the individual level, which made visible individual thinking and characterized the nature of the online discussions. In the interpretation phase, the categorizations were interpreted as group level processes in order to examine the contextual development of collaborative problem solving. To accomplish this, a process-oriented graph of group problem solving was developed. Further, to understand how socially shared metacognition in group problem solving can be related to individual metacognition, especially metacognitive experiences, group members’ individual feelings of difficulty were combined with the results of the discussion forum data. The results of this study show that the process of socially shared metacognition is a differentiator in the success of a group’s mathematical problem solving. Socially shared metacognition requires that group members participate in joint problem solving intentionally and reciprocally, acknowledge each other’s thinking and develop their ideas further. In other words, the process of socially shared metacognition has intention to steering the discussion rather than exchanging ideas about possible ways to solve the tasks. Further, the results of this study suggest that if the process of socially shared metacognition emerges, then the most of students will be able to reduce their feelings of difficulty. The results of this study suggest that socially shared metacognition is a complex and extra-ordinary group-level phenomenon. Socially shared metacognition could become more visible if participants focus on analysing the task and verifying the process as well as the outcome of the problem solving instead of exploring and implementing various unelaborated solution efforts. While socially shared metacognition fosters success in group problem solving, it also helps individual’s thinking grow as a part of the group
Tiivistelmä Tässä tutkimuksessa selvitetään metakognition, erityisesti sosiaalisesti jaetun metakognition, ilmenemistä tietokoneavusteisessa yhteisöllisessä matematiikan ongelmanratkaisussa. Tutkimuksen tavoitteena on myös kehittää aineiston analysointimenetelmiä metakognition ja erityisesti sosiaalisesti jaetun metakognition tutkimiseksi. Tutkimus koostuu kahdesta empiirisestä osatutkimuksesta. Ensimmäisessä tutkimuksessa koehenkilöinä olivat erään perusasteen yläkoulun seitsemännen luokan suomalaiset oppilaat. Toisessa tutkimuksessa koehenkilöinä toimivat ensimmäisen vuosikurssin suomalaiset luokanopettajaopiskelijat. Molemmissa tutkimuksissa yhteisöllisen ongelmanratkaisuprosessin tukena käytettiin tekstipohjaiseen, eriaikaiseen vuorovaikutukseen perustuvia oppimisympäristöjä: Knowledge Forumia ja Työporukkaa (engl. WorkMates, WM). Tutkimusaineisto koostuu verkkokeskustelukommenteista, kyselylomakkeista sekä ongelmanratkaisutehtävän jälkeen piirretyistä graafeista, jotka ilmentävät tehtävän aikana koettua vaikeuden tunnetta. Ongelmanratkaisuprosessia kuvaavassa analyysissa yhdistetään sekä kvalitatiivisia että kvantitatiivisia menetelmiä sosiaalisesti jaetun metakognition tutkimiseksi. Verkkokeskusteluaineistoa analysoidaan yksilötasolla kvalitatiivisen sisällönanalyysin periaatteiden mukaisesti. Osallistujien tallentamat verkkokeskustelukommentit on luokiteltu kognitiivisiksi, metakognitiivisiksi tai sosiaalisiksi viesteiksi. Viestien sisällön tulkinta perustuu ainoastaan kirjoitettuun tekstiin eikä osallistujien ajatteluun viestien taustalla. Verkkokeskusteluaineistoa tulkitaan ryhmätasolla erilaisten visualisointimenetelmien, kuten sosiaalisen verkostoanalyysin ja ryhmän ongelmanratkaisua kuvaavan graafin, avulla. Sosiaalisesti jaetun metakognition yhteyttä yksilön metakognitioon, erityisesti tehtävään liittyvään vaikeuden tunteeseen, tutkitaan ryhmän ongelmanratkaisua kuvaavien graafien, verkkokeskustelukommenttien ja ongelmanratkaisutehtävän jälkeen piirrettyjen tehtävän aikana koettua vaikeutta kuvaavien graafien avulla. Sosiaalisesti jaettua metakognitiota ei ilmene yleisesti ryhmän ongelmanratkaisussa. Tähän vaikuttaa muun muassa se, ettei ryhmissä kiinnitetä huomiota tehtävänantoon ja saadun ratkaisun oikeellisuuteen, vaan pääpaino ongelmanratkaisussa on ratkaisumenetelmien etsimisessä ja esitettyjen ehdotusten toteuttamisessa. Tämän tutkimuksen tulokset kuitenkin osoittavat, että sosiaalisesti jaettu metakognitio on ilmiönä monitahoinen. Tulosten perusteella sosiaalisesti jaettu metakognitio on myös tärkeä tekijä ryhmän ongelmanratkaisussa. Onnistuneessa ongelmanratkaisussa ryhmän jäsenet sitoutuvat yhteiseen prosessiin ja toimivat vastavuoroisesti perustellen esittämänsä ajatukset sekä huomioiden ratkaisun kannalta tärkeät kysymykset ja ratkaisuehdotukset. Tällöin on mahdollista, että sosiaalisesti jaettu metakognitio vähentää useimpien ryhmän jäsenten kokemaa vaikeuden tunnetta. Sosiaalisesti jaetulla metakognitiolla näyttää olevan tärkeä tehtävä paitsi ryhmän myös yksilön ajattelussa
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Wiezbicki-Stevens, Kathryn. "Metacognition developing self-knowledge through guided reflection /". Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/126/.

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Simone, Duca. "Logical constraints on metacognition". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539753.

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Boldt, Annika. "Metacognition in decision making". Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5d9b2036-cc42-4515-b40e-97bb3ddb1d78.

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Humans effortlessly and accurately judge their subjective probability of being correct in a given decision, leading to the view that metacognition is integral to decision making. This thesis reports a series of experiments assessing people’s confidence and error-detection judgements. These different types of metacognitive judgements are highly similar with regard to their methodology, but have been studied largely separately. I provide data indicating that these judgements are fundamentally linked and that they rely on shared cognitive and neural mechanisms. As a first step towards such a joint account of confidence and error detection, I present simulations from a computational model that is based on the notion these judgements are based on the same underlying processes. I next focus on how metacognitive signals are utilised to enhance cognitive control by means of a modulation of information seeking. I report data from a study in which participants received performance feedback, testing the hypothesis that participants will focus more on feedback when they are uncertain whether they were correct in the current trial, whilst ignoring feedback when they are certain regarding their accuracy. A final question addressed in this thesis asks which information contributes internally to the formation of metacognitive judgements, given that it remains a challenge for most models of confidence to explain the precise mechanisms by which confidence reflects accuracy, under which circumstances this correlation is reduced, and the role other influences might have, such as the inherent reliability of a source of evidence. The results reported here suggest that multiple variables – such as response time and reliability of evidence – play a role in the generation of metacognitive judgements. Inter-individual differences with regard to the utilisation of these cues to confidence are tested. Taken together, my results suggest that metacognition is crucially involved in decision making and cognitive control.
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Crino, Natalie. "Metacognition and eating disorders". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12643.

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Cognitive theories of emotional disorder maintain that psychological dysfunction is associated with a disturbance in thoughts and beliefs. In contrast, the self-regulatory executive function theory of emotional disorder (Wells & Matthews, 1994), posits that psychological disturbance is associated with metacognitive beliefs that promote the use of dysfunctional metacognitive control strategies. The aim of the thesis was to investigate whether metacognitive beliefs and metacognitive control strategies are associated with symptoms and features of eating disorders. In pursuit of this aim, two studies were undertaken examining: features of cognition between diagnostic groups, and compared to a non-clinical group; the inter-relatedness of cognitive and metacognitive constructs and their associations with symptoms; strategy-use during body exposure and cognitive predictors of state- and physical appearance anxiety; cognitive and metacognitive predictors of early treatment response in patients undergoing cognitive behaviour therapy (CBT) for an eating disorder. In Study 1, 90 clinical- and 108 non-clinical participants engaged in a guided 3-minute body exposure task, and then completed questionnaires measuring affective state, and engagement in- and efficacy of thought control strategies. In Study 2, 103 clinical participants engaged in either day-hospital or outpatient CBT. After 12-weeks of treatment, symptom measures were re-administered. The overall results indicated that, firstly, eating disorder subgroups have a similar cognitive profile, but differ substantially from a non-clinical group. Secondly, the pattern of inter-relationships between cognitive and metacognitive variables was found to be multidimensional. Thirdly, the clinical group displayed a greater tendency to use maladaptive thinking strategies in general, but not under body exposure conditions. Fourthly, metacognitive variables were only found to be associated with features of the disorder that are not specific to eating disorders. However, they were found to predict degree of treatment change in dietary restraint, bulimia, body dissatisfaction and stress, which suggests that targeting metacognitive processes may be important for facilitating change in these symptoms.
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Capobianco, Lora. "Metacognition, stress & recovery". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/metacognition-stress--recovery(0992ac93-5bc4-4937-a758-5f0137f827c1).html.

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The thesis explored the role of metacognition, worry and rumination in stress and recovery and is grounded in the Self-Regulatory Executive (S-REF: Wells and Matthews, 1994) model. The concept of recovery is difficult to define and therefore, three definitions of recovery were used to ensure this concept was evaluated across a variety of contexts. A multi-method approach was used that incorporated both experimental and quasi-experimental designs, which included a review of the existing literature, experimental manipulations, cross-sectional and longitudinal designs. Data included psychological and physiological outcome measures that were evaluated in analogue and clinical samples. Chapters 1 and 2 provide an overview of the thesis and the methodologies used throughout. Chapter 3 (study 1) includes a systematic review of the literature on the role of metacognition in bouncing back from stress, which provides a backdrop for the thesis. The results highlighted that two aspects of metacognition (metacognitive beliefs and coping strategies) were found to be related to factors indicative of resilience. In particular, metacognitive beliefs were positively associated with increased stress levels, and worry and punishment were associated with increased stress symptoms. Chapters 4 and 5 were experimental manipulations of strategies central to the metacognitive model (worry and rumination) and metacognitive beliefs (e.g., thought importance), and evaluated their effects on recovery from stress. Thinking styles and metacognitive beliefs delayed recovery from psychological stress with some evidence of different impacts on psychological and physiological indices. Subsequent to this Chapter 6 focused on further validation of the Detached Mindfulness Questionnaire and confirmed the five factor solution of the scale. Chapter 7 evaluated the metacognitive predictors of resilience, psychological distress (anxiety and depression), and clinically defined recovery from stress. Negative metacognitive beliefs and detachment were found to predict resilience such that increased resilience was associated with increased detachment and decreased negative metacognitive beliefs. In addition, negative metacognitive beliefs positively predicted psychological distress two months after initial assessment, while greater detachment positively predicted recovery from psychological distress. Finally chapters 8 and 9 evaluated the role of metacognition in recovery from stress in clinical populations (individuals receiving group metacognitive therapy). Predictors of change in metacognitive therapy were evaluated using SEM, which demonstrated that changes in metacognitive beliefs precede changes in symptoms of distress. Finally, a feasibility study was conducted of two psychological therapies (MCT and MBSR) in treating a transdiagnostic sample. Both treatments were found to be acceptable and feasible, and preliminary evidence indicated that metacognitive therapy may be the more effective intervention. The results produced two broad themes. The first is that metacognitive beliefs and thinking styles impacted on recovery from stress, which was found across populations, settings, and definitions of recovery. The second is that the detachment component of detached mindfulness predicted recovery from stress, such that greater detachment was associated with an increased probability of recovering. Further research is needed to explore the effect of metacognition on additional aspects of recovery. In summary, the thesis supports the idea that metacognition and thinking styles as implicated in the S-REF model play an important role in recovery.
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Shub, Samantha Jo. "Metacognition in adolescent writers". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1781.

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Książki na temat "Metacognition"

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Chambres, Patrick, Marie Izaute i Pierre-Jean Marescaux, red. Metacognition. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1099-4.

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Dunlosky, John. Metacognition. Thousand Oaks, Calif: Sage Publications, 2009.

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J, Perfect Timothy, i Schwartz Bennett L, red. Applied metacognition. Cambridge, U.K: Cambridge University Press, 2002.

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O, Nelson Thomas, red. Metacognition: Core readings. Boston: Allyn and Bacon, 1992.

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Wells, Adrian, red. Emotional Disorders and Metacognition. Chichester, UK: John Wiley & Sons Ltd, 2002. http://dx.doi.org/10.1002/9780470713662.

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Zohar, Anat, i Yehudit Judy Dori, red. Metacognition in Science Education. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2132-6.

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1930-, Weinert Franz E., i Kluwe Rainer, red. Metacognition, motivation, and understanding. Hillsdale, N.J: L. Erlbaum Associates, 1987.

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Kelly, Karen Jeanne. Metacognition of Emotion Recognition. [New York, N.Y.?]: [publisher not identified], 2013.

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Veenman, Marcel, i Annemie Desoete. Metacognition in mathematics education. New York: Nova Science Publishers, 2006.

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Janet, Metcalfe, i Shimamura Arthur P, red. Metacognition: Knowing about knowing. Cambridge, Mass: MIT Press, 1996.

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Części książek na temat "Metacognition"

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Cheng, Eric C. K., i Joanna K. M. Chan. "Metacognition and Metacognitive Learning". W Developing Metacognitive Teaching Strategies Through Lesson Study, 11–24. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5569-2_2.

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Cunningham, Sean, i Zheng Zhou. "Metacognition". W Encyclopedia of Clinical Neuropsychology, 1580–83. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1464.

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Stillman, Gloria. "Metacognition". W Encyclopedia of Mathematics Education, 445–47. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_166.

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Larson, Katherine A., i Michael M. Gerber. "Metacognition". W Learning Disabilities, 126–69. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_5.

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Cunningham, Sean, Zheng Zhou, Candace Hughes i Jacqueline Estrada. "Metacognition". W Encyclopedia of Clinical Neuropsychology, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1464-2.

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Cunningham, Sean, Zheng Zhou, Candace Hughes i Jacqueline Estrada. "Metacognition". W Encyclopedia of Clinical Neuropsychology, 2155–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1464.

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Smith, Travis R., i Michael J. Beran. "Metacognition". W Encyclopedia of Evolutionary Psychological Science, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_3123-1.

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Koriat, Asher. "Metacognition". W The Wiley Blackwell Handbook of Judgment and Decision Making, 356–79. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118468333.ch12.

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McComas, William F. "Metacognition". W The Language of Science Education, 63. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_55.

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Funahashi, Shintaro. "Metacognition". W Brain Science, 437–76. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7268-3_8.

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Streszczenia konferencji na temat "Metacognition"

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Folomeeva, Tatiana V., i Ekaterina N. Klimochkina. "SOCIAL METACOGNITION IN THE PROCESS OF DECISION MAKING". W International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact057.

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"Individual metacognitions are responsible for monitoring and controlling our knowledge, emotions and actions, while social metacognitions are included in the process of monitoring and controlling each other’s knowledge, emotions and actions by group members. The distribution of metacognitive responsibilities among group members increases the visibility of individual metacognitive abilities. The study aimed to investigate the role of social metacognitions in the decision process of choosing current fashion trends: to compare how participants interact and social metacognitions influence their decisions in contradiction to the decisions made in individual work, where only individual metacognitions were available. The study consisted of several stages: starting from current trends analysis and follow up interviews, as well as, filling in individual journals. The last step was group work: discussion. The sample was 40 participants (M=24,35, Sd=2,27). Gathered data was processed through a descriptive qualitative analysis using the phenomenological method. Lack of knowledge or confidence to make a decision about which trends represent what is current in fashion in individual work, participants compensate with knowing about their own metacognition. Thus, in teamwork, these individuals’ level out limitations on knowledge or confidence by choosing the behaviour that can increase their knowledge. Choice of the behaviour strategy relies on individual metacognition. Therefore, teamwork provides individuals with additional resources as other team members, which increases the overall significance of work due to the contribution of individual metacognition. Social metacognitions help to distribute responsibilities among group members according to individual metacognitions. In group work, the visibility of individual metacognitions increases and favourably affects learning between participants, facilitates interaction and improves cognitive processes. Due to social metacognitions, participants who lack knowledge or confidence to make an individual decision solve their difficulties in a social situation, where limitations of individual metacognition are mitigated with social metacognitions."
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Tobón, Juanita, Fabio Tellez i Oscar Alzate. "Metacognition in the Wild: Metacognitive Studies in Design Education". W Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01128.

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Tobón, Juanita, Fabio Tellez i Oscar Alzate. "Metacognition in the Wild: Metacognitive Studies in Design Education". W Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.09128.

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de Rooij, Alwin, Hanna Schraffenberger i Mathijs Bontje. "Augmented Metacognition". W TEI '18: Twelfth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173225.3173265.

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Capraro, Gerard T., Michael C. Wicks i Richard Schneible. "Metacognition in radar". W 2010 2nd International Workshop on Cognitive Information Processing (CIP). IEEE, 2010. http://dx.doi.org/10.1109/cip.2010.5604113.

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Capraro, Gerard T., i Michael C. Wicks. "Metacognition in radar". W 2010 International Conference on Electromagnetics in Advanced Applications (ICEAA). IEEE, 2010. http://dx.doi.org/10.1109/iceaa.2010.5651574.

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Eilbert, James L. "Prediction and Metacognition". W 2010 Fourth IEEE International Conference on Self-Adaptive and Self-Organizing Systems Workshop (SASOW). IEEE, 2010. http://dx.doi.org/10.1109/sasow.2010.62.

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Voorhees, David. "REFLECTING ON METACOGNITION". W GSA Connects 2023 Meeting in Pittsburgh, Pennsylvania. Geological Society of America, 2023. http://dx.doi.org/10.1130/abs/2023am-391478.

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Folomeeva, T. V. "Metacognition And Social Metacognition In Deciding What Is Relevant In Fashion". W Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.30.

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Manasia, Loredana. "PICTURING METACOGNITION. THE ROLE OF PHOTOVOICE IN STIMULATING METACOGNITIVE TALK AND REFLECTION". W 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.055.

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Raporty organizacyjne na temat "Metacognition"

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Lane, H. C. Metacognition and the Development of Intercultural Competence. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2007. http://dx.doi.org/10.21236/ada470403.

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Perlis, Don, i Michael T. Cox. Clashes in the Infosphere, General Intelligence, and Metacognition. Fort Belvoir, VA: Defense Technical Information Center, grudzień 2012. http://dx.doi.org/10.21236/ada580305.

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Hobbs, Jerry R., i Andrew S. Gordon. Toward a Large-scale Formal Theory of Commonsense Psychology for Metacognition. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2006. http://dx.doi.org/10.21236/ada459164.

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Bao, lixia, Juzaily Mohd Nasiruddin Nasnoor, Kim Geok Soh, Huijuan Xie, Junlong Zhang i Xiaofei Lin. Explore the Emerging Themes of Metacognition on Academic Performances in Physical Education and Physical Activity—A Systematic Literature Review with Meta-Synthesis of Qualitative Findings. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, wrzesień 2023. http://dx.doi.org/10.37766/inplasy2023.9.0091.

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Namada, Juliana Mulaa, i Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, grudzień 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought to achieve five research questions including establishing the status of online assessment, determining digital tools used on online assessment, finding out the factors which affect exam credibility, examining the extent to which formative assessment contributes to authentic learner assessment and establishing the extent to which summative assessment contributes to authentic learner assessment. The study adopted a mixed method approach which collected and analyzed both qualitative and quantitative data. This triangulation approach facilitated complementarity of the data to adequately interrogate the research questions. Data was collected from faculty members, chairs of departments and the dean for the Chandaria School of Business. Analysis was done using descriptive and inferential statistics. The study findings indicate that the status of online assessment was based on the face-to-face approach, a variety of digital tools were being used in online assessment while several factors associated with learner and instructor support affected examination credibility. The study established that formative assessment contributed significantly and positively towards authentic learner assessment while summative assessment’s contribution to authentic learner assessment was dismal. This study concluded that educational technology tools facilitate learner assessment, and the online examination credibility is key to achieving better results. While both formative and summative assessments are important authentic assessments, more emphasis needs to be placed on formative assessment. The study recommends support to both the learners and the instructors. Specifically, the instructors need to be trained in assessment approaches which lead to authentic learner performance.
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Perlis, Donald, Michael Anderson i Tim Oates. Overcoming the Problem of Brittleness with the Metacognitive Loop. Fort Belvoir, VA: Defense Technical Information Center, listopad 2008. http://dx.doi.org/10.21236/ada586716.

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Kanfer, Ruth, i Phillip L. Ackerman. Ability and Metacognitive Determinants of Skill Acquisition and Transfer. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1990. http://dx.doi.org/10.21236/ada224569.

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Clancey, William J. The Knowledge Engineer as Student: Metacognitive Bases for Asking Good Questions. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1987. http://dx.doi.org/10.21236/ada186995.

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Cox, Michael T. MIDCA: A Metacognitive, Integrated Dual-Cycle Architecture for Self-Regulated Autonomy. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2013. http://dx.doi.org/10.21236/ada603848.

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Baker, Linda. Towards Enhancing Written Communication Skills in the Army: Cognitive and Metacognitive Perspective. Fort Belvoir, VA: Defense Technical Information Center, sierpień 1987. http://dx.doi.org/10.21236/ada197396.

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