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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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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.
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.
Pełny tekst źródłaThis 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.
Martin, Jean-Remy. "Schizophrenia and metacognition". Phd thesis, Université Pierre et Marie Curie - Paris VI, 2014. http://tel.archives-ouvertes.fr/tel-01020826.
Pełny tekst źródłaHurme, 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.
Pełny tekst źródłaTiivistelmä 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
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/.
Pełny tekst źródłaSimone, Duca. "Logical constraints on metacognition". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539753.
Pełny tekst źródłaBoldt, Annika. "Metacognition in decision making". Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5d9b2036-cc42-4515-b40e-97bb3ddb1d78.
Pełny tekst źródłaCrino, Natalie. "Metacognition and eating disorders". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12643.
Pełny tekst źródłaCapobianco, 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.
Pełny tekst źródłaShub, Samantha Jo. "Metacognition in adolescent writers". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1781.
Pełny tekst źródłaErskine, Dana Lynn. "Effect of Prompted Reflection and Metacognitive Skill Instruction on University Freshmen's Use of Metacognition". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/1984.
Pełny tekst źródłaErskine, Dana Lynn. "Effect of prompted reflection and metacognitive skill instruction on university freshmen's use of metacognition /". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3373.pdf.
Pełny tekst źródłaLloyd, Marianne E. "Reducing conjunction errors with metacognition". Diss., Online access via UMI:, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3165057.
Pełny tekst źródłaPratt, Deborah L. "Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4165.
Pełny tekst źródłaNosen, Elizabeth. "Metacognition and cravings during smoking cessation". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42587.
Pełny tekst źródłaHannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.
Pełny tekst źródłaThe subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
Leonard, Lucy. "Metacognition and recovery style in psychosis". Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10324/.
Pełny tekst źródłaEwing, James. "Metacognition and the teaching of writing". Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413808.
Pełny tekst źródłaMassoni, Sébastien. "Essays on subjective probabilites and metacognition". Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010055.
Pełny tekst źródłaDecision-making models explain behaviors by utility and subjective beliefs. While the first one is well-known, subjective probabilities remain less explored. This thesis studies the formation of subjective beliefs and measures their quality. Psychophysics and Signal Detection Theory offer powerful models to predict perceptual decisions and the subjective probabilities used. The quality of elicited probabilities, the metacognitive abilities, is then measured in terms of calibration (how probabilities match on average the realization of events) and discrimination (how their levels vary according to the fluctuation of events). 1 apply this methodology, imported from cognitive sciences, to study economic choices: decision under risk with insurance and predictive choices. Finally 1 introduce an emotional component to see how these mechanisms could be disturbed. ln terms of metacognitive abilities the results show that the Probability Matching mechanism is the best mie to reveal beliefs; that calibration and discrimination are unrelated and if calibration is stable across judgment types it is not the case for discrimination; that an anxious mood improves the metacognition. ln terms of subjective beliefs 1 found that if this cognitive paradigm is a powerful tool to study subjective probabilities, the retrospective and prospective metacognition are not identical. Nevertheless the discrimination ability which is heterogeneous across subjects cou Id be a new factor to explain behaviors in addition to preferences and psychological traits. These results highlight the potential of this approach in terms of the knowledge of the decision process and the explanation of observed behaviors
Sandí-Ureña, Guillermo Santiago. "Design and validation of a multimethod assessment of metacognition and study of the effectiveness of metacognitive interventions". Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1219850998/.
Pełny tekst źródłaTodorov, Ivo. "An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect". Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59023.
Pełny tekst źródłaPeters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy". Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.
Pełny tekst źródłaTitle from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
Quiles, Clélia. "Comment évaluer la métacognition ? Intérêts et limites de l’évaluation de la conscience métacognitive « on-line »". Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0409/document.
Pełny tekst źródłaThe first part of this thesis is a literature review focused on the origin, the differentdefinitions and models of the concept of metacognition in educational science anddevelopmental psychology. This literature review focused also on the cognitive psychologyexperiments, in the specific area of metamemory. The use of cognitive psychology concept ofmetacognition, through the literature on the links between metacognition and self-awarenessis then discussed. Finally, the last point in this literature review focused on the clinical use ofthe concept of metacognition, particularly concerning metacognitive alterations inschizophrenia.The second part of the thesis is devoted to experimental studies. The aim was todevelop and explore the characteristics of a metacognitive awareness measurement tool onshort-term memory, working memory, episodic memory verbal, executive functions andsocial cognition in a non-clinical population. The impact of this metacognitive process oncognitive performance, the relevance of an "on-line" metacognitive awareness measure(during the neuropsychological task), and an "end-line" metacognitive awareness measure(just after the award of neuropsychological testing) were explored. The impact of measures ofself-esteem, anxiety and depressive symptoms on metacognitive awareness scores "on-line"were studied.The third part of this thesis proposed to discuss the different results found and theappropriateness of using metacognitive awareness assessment tool with persons sufferingfrom schizophrenia
Goh, Christine Chuen Meng. "Strategic processing and metacognition in second language listening Examining comprehension strategies and tactics, metacognitive knowledge and listening ability /". Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.265817.
Pełny tekst źródłaGoh, Christine C. M. "Strategic processing and metacognition in second language listening : examining comprehension strategies and tactics, metacognitive knowledge and listening ability". Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265817.
Pełny tekst źródłaWorrall, Lisa Jayne Rosalind. "Model of metacognition in lifelong e-learning". Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26967/.
Pełny tekst źródłaSymes, Brent A. "The relationship between metacognition and vocational indecision". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0012/MQ30034.pdf.
Pełny tekst źródłaNielsen, Wendy S. "Group work and metacognition : an exploratory case". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7559.
Pełny tekst źródłaWalton, Laura Carol. "Attachment and metacognition in borderline personality disorder". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/7591.
Pełny tekst źródłaGama, Claudia Amado. "Integrating metacognition instruction in interactive learning environments". Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413355.
Pełny tekst źródłaWatanabe, Arii. "Metacognition by western scrub-jays (Aphelocoma californica)". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607750.
Pełny tekst źródłaRYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.
Pełny tekst źródłaEffeney, Gerard. "A case study investigating changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning". Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/6d64d83151bea85db890d23c64cf0cb43a9ac7d318709726568675bd8e466abb/6376502/Effeney_1994_A_case_study_investigating_changes_in.pdf.
Pełny tekst źródłaZampieri, Marília. "Investigação do monitoramento metacognitivo de crianças diante de medidas de capacidades intelectuais". Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/6027.
Pełny tekst źródłaFinanciadora de Estudos e Projetos
Metacognition can be defined as the knowledge people have about their own cognitive processes, which can help them plan, monitor, regulate and assess their cognitive activities. Studies in the field have produced instruments and measures designed to assess metacognitive performance, many of them based on Flavell s Model of Cognitive Monitoring andas well as Nelsons and Narens model. The present study focused on gaining a better understanding of metacognitive monitoring, which is usually assessed through judgements, which represents one way of measuring metacognition. The aim of the present study was to investigate children s metacognitive monitoring during the execution of three subtests of the BMI (Multidimensional Battery of Child Intelligence), based on the Cattell-Horn-Carroll s model of intelligence. The subtests chosen assessed quantitative knowledge, crystallized intelligence and fluid intelligence. Participants were 44 fifht-year students, and each child was individually evaluated. Following each of the subtests, children were asked to estimate their performance. Results showed that children s repertoire included metacognitive abilities, and some metacognitive monitoring rates were better for quantitative knowledge . When these abilities were compared relative to cognitive performance, those with the highest scores on the intelligence subtests demonstrated better metacognitive monitoring. These results, obtained with Brazilian children, are compared with results reported in the international literature, and the implications in terms of promoting metacognitive training are discussed.
A metacognição pode ser entendida como o conhecimento que o indivíduo possui sobre seu próprio funcionamento cognitivo, o que lhe permite planejar, monitorar, regular e avaliar suas atividades cognitivas. Estudos da área têm sido conduzidos para produzir instrumentos e medidas confiáveis do desempenho metacognitivo dos indivíduos, diversos deles tendo como referencial teórico os modelos formulados por Flavell e Nelson e Narens. Alguns destes instrumentos são escalas de autorrelato. O monitoramento metacognitivo, foco do presente estudo, é avaliado com frequência por meio dos julgamentos, que constituem outra ferramenta de avaliação da metacognição. O presente estudo teve como objetivo investigar o monitoramento metacognitivo de crianças durante a realização de três subtestes que compõem a Bateria Multidimensional de Inteligência Infantil: Desempenho em Matemática, Vocabulário Geral e Indução. O referencial teórico desta bateria é o Modelo Cattell-Horn-Carroll de inteligência e os subtestes referidos são destinados à avaliação das capacidades de conhecimento quantitativo, inteligência cristalizada e inteligência fluida, respectivamente. Participaram do estudo 44 alunos do quinto ano do Ensino Fundamental. Eles realizaram, individualmente, os três subtestes da BMI, e foram solicitados a emitir estimativas acerca de seu desempenho; estes julgamentos correspondem ao monitoramento metacognitivo. Os resultados indicaram que a amostra já apresenta habilidades de monitoramento cognitivo, e algumas medidas de monitoramento mostraram-se significativamente melhores para o subteste Desempenho em Matemática. Quando as habilidades de monitoramento foram comparadas de acordo com o desempenho cognitivo dos indivíduos, foram observados melhores índices de monitoramento metacognitivo nos indivíduos com melhor desempenho nos. Os dados são relevantes para confirmar, na população nacional, as informações da literatura internacional, e também para discutir a importância do incentivo e estímulo ao treinamento das habilidades metacognitivas.
Larkin, Shirley Margaret. "Metacognition in year one : an exploration of metacognition in five and six year old children during a cognition acceleration programme". Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/metacognition-in-year-one--an-exploration-of-metagognition-in-five-and-six-year-old-children-during-a-cognition-acceleration-programme(3edd0e1e-621b-4f5c-844b-ff6269f41ebe).html.
Pełny tekst źródłaJönsson, Fredrik. "Olfactory Metacognition : A Metamemory Perspective on Odor Naming". Doctoral thesis, Uppsala University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5821.
Pełny tekst źródłaAlthough many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.
Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education". Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.
Pełny tekst źródłaAn extensive literature review identified emotional intelligence and metacognition had not been examined in medical education as integrated concepts in the reflective practice of medical residents. Continued research into the independent application of these concepts in medical education maintains a perspective that has permeated medical literature for 20 years. Research into emotional intelligence and metacognitive functioning and its’ influence on reflective practice in medical education acknowledges the need for more taxonomies of knowledge and skills. A quantitative correlational study was conducted utilizing Family Practice residents. Three valid and reliable assessment tools identified as the MSCEIT, MAI and Groningen were used in this study to determine emotional intelligence, metacognitive ability and reflective ability in Family Practice residents. Findings did not refute the null hypothesis identified as no statistical relationship exists between emotional intelligence and metacognition. Scores between males and females in emotional intelligence appeared descriptively different but not statistically significant. Emotional intelligence and metacognition did not predict strength in reflective ability based on residency year. Descriptive findings indicated female residents scored higher in perceiving emotions while male residents scored higher in thinking about their feelings. Female Family Practice residents scored higher than male Family Practice residents in metacognition each residency year. Females also scored higher than males in reflective practice in each of the three residency years. The small sample size in this study was an acknowledged limitation. Additional qualitative and quantitative research needs to be conducted to learn more about the integration of these three concepts in medical education. iv
Bennett, Hazel Elaine. "Metacognition, memory disorganisation and post-traumatic stress symptoms". Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491157.
Pełny tekst źródłaRowe, Helen. "Very young children's reflections as indicators of metacognition". Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12636/.
Pełny tekst źródłaPieterse, Susan-Mari. "Teachers mediation of metacognition during mathematical problem solving". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96054.
Pełny tekst źródłaENGLISH ABSTRACT: Recent national and international assessments single problem solving out as an important but problematic factor in the current mathematical capacities of South African learners. It is evident that the problem escalates as learners progress to the Intermediate Phase. Research indicates a significant link between metacognition and successful mathematical problem solving. From a Vygotskian sociocultural perspective which formed the theoretical framework of this study, metacognition can be regarded as a higher-order function developing through interaction within social and cultural contexts known as mediation. This qualitative collective case study, informed by an interpretivist paradigm, was designed to explore and compare how Foundation and Intermediate Phase mathematics teachers mediate metacognition during mathematical problem solving. It aimed to offer a deeper understanding of the process of mediation, the complex interplay between cognition and metacognition, and how teachers differentiate the mediation process to accommodate diversity among their learners. To address this, two cases were identified involving a sample of six mathematics teachers each of an urban primary school in the Western Cape Province. The first case was Foundation Phase teachers and the second Intermediate Phase teachers. Semi-structured individual interviews, non-participant classroom observations, and semi-structured focus group interviews were used as methods to gather and triangulate data. Themes that emerged from constantly comparing the data informed the findings. The findings suggest that there are cognitive, non-cognitive and contextual factors which could influence the quality and outcomes of the mediation of metacognition during mathematical problem solving in diverse classrooms. It emphasized the significance of the active role the teacher as a more knowledgeable other plays in the mediation process. Furthermore, it underlined the importance of giving learners challenging mathematical problems requiring metacognition within their zones of proximal development. It was also found that the teacher as mediator should not only have the necessary professional knowledge and strategies, but should also consider the affective factors, perceptions and reactions of learners, during the mediation process. Keywords: metacognition, mediation, mathematical problem solving, sociocultural theory, differentiated instruction, Foundation Phase teachers, Intermediate Phase teachers.
AFRIKAANSE OPSOMMING: Onlangse nasionale en internasionale assesserings lig probleemoplossing uit as 'n belangrike, maar problematiese faktor in die huidige wiskundige prestasie van Suid-Afrikaanse leerders. Dit is duidelik dat die probleem toeneem dermate leerders na die Intermediêre Fase vorder. Navorsing toon 'n beduidende verband tussen metakognisie en suksesvolle wiskundige probleemoplossing. Vanuit 'n Vygotskiaanse sosiokulturele perspektief, wat die teoretiese raamwerk van hierdie studie gevorm het, word metakognisie as 'n hoër-orde funksie gesien wat ontwikkel deur interaksie binne die sosiale en kulturele konteks bekend as mediasie. Hierdie kwalitatiewe kollektiewe gevallestudie, ingelig deur 'n interpretivistiese paradigma, was ontwerp om te verken en te vergelyk hoe Grondslag- en Intermediêre-Fase onderwysers metakognisie tydens wiskundige probleemoplossing medieer. Dit het ten doel gehad om 'n beter begrip te bied van die proses van mediasie, die komplekse wisselwerking tussen kognisie en metakognisie en hoe onderwysers mediasie differensieer om die diversiteit van hul leerders te akkommodeer. Om dit aan te spreek was twee gevalle geïdentifiseer wat elk uit ses wiskunde-onderwysers van 'n stedelike primêre skool in die Wes-Kaap bestaan het. Een geval was Grondslagfase-deelnemers en die ander Intermediêre-Fase- deelnemers. Semi-gestruktureerde individuele onderhoude, nie-deelnemer klaskamer-waarnemings en semi-gestruktureerde fokusgroep-onderhoude was gebruik as metodes om data in te samel en te trianguleer. Temas wat ontluik het na die konstante vergelyking van data het die bevindinge ingelig. Die bevindinge het getoon dat daar kognitiewe, nie-kognitiewe en kontekstuele faktore is wat die kwaliteit en uitkomste van die mediasie van metakognisie tydens wiskundige probleemoplossing in diverse klaskamers kan beïnvloed. Die bevindinge beklemtoon die noodsaaklikheid van die aktiewe rol wat die onderwyser as die meer kundige ander speel in die mediasieproses. Verder word die belangrikheid benadruk van die daarstelling van uitdagende wiskundige probleme, wat metakognisie vereis, binne leerders se sones van proksimale ontwikkeling. Dit is ook gevind dat die onderwyser as mediator nie net oor die nodige professionele kennis en strategieë moet beskik nie, maar ook die affektiewe faktore, persepsies en reaksies van leerders in ag moet neem tydens die mediasieproses. Sleutelwoorde: metakognisie, mediasie, wiskundige probleemoplossing, sosiokulturele teorie, gedifferensieerde onderrig, Grondslagfase-onderwysers, Intermediêre Fase-onderwysers.
Sperb, Tania Mara. "On the relationship between exploratory behaviour and metacognition". Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019725/.
Pełny tekst źródłaSperb, Tania Mara. "On the relationship between exploratory activities and metacognition". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1989. http://hdl.handle.net/10183/10488.
Pełny tekst źródłaMagni, Laura Rosa <1982>. "Prometeo: Project on Metacognition in Borderline Personality Disorder". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7312/1/magni_laurarosa_tesi.pdf.
Pełny tekst źródłaHill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.
Pełny tekst źródłaGkika, Styliani. "The role of meta-cognition in social anxiety". Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognition-in-social-anxiety(a6a0994a-1d7d-4dd7-8a73-c574b7d51123).html.
Pełny tekst źródłaAlnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.
Pełny tekst źródłaMiyake, Tina M. "Metacognition, proactive interference, and working memory can people monitor for proactive interference at encoding and retrieval? /". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1441/umi-uncg-1441.xml.
Pełny tekst źródłaTitle from PDF t.p. (viewed Oct. 22, 2007). Directed by Michael J. Kane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 76-82).
McAnaney, Donal F. "The role of metalinguistic knowledge and skill in comprehending, producing, and revising lexical and pronoun reference /". Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70333.
Pełny tekst źródłaO'Neill, Michael John. "The use of a thinking skills approach to aid the learning of difficult concepts in physics education". Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459.
Pełny tekst źródłaFarrant, Annette. "Metamemory in children with autism". Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267107.
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