Metacognition

Sind nur sprachfähige Wesen rational? - Über die Grenzen des "Raums der Gründe"

by Martin Lenz

Forthcoming in: Crossing Borders: Proceedings of the 9th Congress of the Austrian Society of Philosophy 2012

Kinds of access: Different methods for report reveal different kinds of metacognitive access

by Kristian Sandberg

Co-authored with Morten Overgaard

[Review of the book Traite de psychopathologie cognitive: Tome I. Bases theoriques, by M. Van der Linden & G. Ceschi (Eds.)]

by Alexandre Heeren

Heeren, A. (2008). [Review of the book Traite de psychopathologie cognitive: Tome I. Bases theoriques, by M. Van der Linden & G. Ceschi (Eds.)]. Psychologos, 23, 3, pp. 16.

Abstract, Dedication, and Acknowledgments for the Hobbs (2011) dissertation published by SAS.

by Robert Dean Hobbs

The Hobbs (2011) doctoral study is published in the ProQuest Dissertations and These database, UMI No. 3484309

The purpose of the qualitative research was to assess models of education developed for the study to investigate how... more The purpose of the qualitative research was to assess models of education developed for the study to investigate how and when to incorporate second and third languages into the curriculum to improve language acquisition. Research indicates that L3 enhances and reinforces L2 and L1. The stratified systematic grounded theory study explored the perspectives of neurolinguists, psycholinguists, sociolinguists, and interdisciplinary education researchers to derive variables for constructing a new model of education. The outcome of the Internet survey revealed that 100% of the participants agreed that education must change and that teacher training must improve. Variables from the cross-disciplinary data contributed to the construction of an integrated model of multilingual education consisting of four primary models and other models to serve as tools for designing curriculum, instruction, and assessment as well as determining demographics and student meta-analysis of language abilities and storage in the brain. The first model emerged from the data to offer multilingual principles of education. The other primary models are macro, meso, and micro models. The macro model represents schools, instruction, assessment, and the curriculum cycle. The meso model depicts the developmental domains of the individual learner and includes a cyclical equation. The micro model delineates multilingual processing in the brain based on neurolinguistic research, variables from the current study, and Kees de Bot's bilingual adaptation of Levelt's language processing model. Recommendations include the incorporation of notional-functional pragmatic-aesthetic concepts as depicted in the models developed for the study and enhanced by input from published researchers with unique language and research repertoires who were located on four continents.

Paper-based Aids for Learning with a Computer-based Game

by Logan Fiorella

Published in the Journal of Educational Psychology

Metamemory

by Michael Serra

Does Retrieval Fluency Contribute to the Underconfidence-With-Practice Effect?

by Michael Serra

Second-Order Judgments About Judgments of Learning

by Michael Serra

Do Older Adults Show Less Confidence In Their Monitoring of Learning?

by Michael Serra

Metacomprehension judgments reflect the belief that diagrams improve learning from text

by Michael Serra

Effective Implementation of Metacognition

by Michael Serra

Magnitude and accuracy differences between judgments of remembering and forgetting

by Michael Serra

Word to PDF copy of in-press article; Co-authored with Benjamin D. England

The contributions of anchoring and past-test performance to the underconfidence-with-practice effect

by Michael Serra

Online digital copy; co-authored with Benjamin D. England

Delusions and metacognition in patients with schizophrenia

by Elisabeth Pacherie

Bruno, N. Sachs, N., Demily, C., Franck, N. & Pacherie, E. (2011). Delusions and metacognition in patients with schizophrenia. Cognitive Neuropsychiatry. First published on: 14 June 2011 (iFirst)DOI: 10.1080/13546805.2011.562071

Introduction. The aim of the present study was to explore the basis of the strong feeling of conviction and the high... more Introduction. The aim of the present study was to explore the basis of the strong feeling of conviction and the high resistance to change characteristic of delusions and to test whether patients with schizophrenia suffering from delusions have specific metacognitive impairments when compared to both patients without delusions and healthy controls.
Methods. 14 actively delusional patients with schizophrenia, 14 nondelusional patients, and 14 healthy subjects were administered two measures assessing different aspects of metacognition: an emotional metacognitive version of the WCST adapted from Koren et al. (2004) and the Beck Cognitive Insight Scale.
Results. Relative to both healthy controls and nondelusional patients, delusional participants were specifically impaired on metacognitive measures of free choice improvement and global monitoring. This was correlated with high self-certainty on the BCIS relative to nondelusional patients.
Conclusions. Our results suggest that metacognitive impairments play an important role in the maintenance of delusional beliefs. It may therefore be important to adapt remediation strategies to the metacognitive profiles of patients.

Creating non-believed memories for recent autobiographical events

by Robert Nash

Clark, A., Nash, R. A., Fincham, G., & Mazzoni, G. (2012). Creating Non-Believed Memories for Recent Autobiographical Events. PLoS ONE, 7, e32998.

A recent study showed that many people spontaneously report vivid memories of events that they do not believe to have... more A recent study showed that many people spontaneously report vivid memories of events that they do not believe to have occurred. In the present experiment we tested for the first time whether, after powerful false memories have been created, debriefing might leave behind nonbelieved memories for the fake events. In Session 1 participants imitated simple actions, and in Session 2 they saw doctored video-recordings containing clips that falsely suggested they had performed additional (fake) actions. As in earlier studies, this procedure created powerful false memories. In Session 3, participants were debriefed and told that specific actions in the video were not truly performed. Beliefs and memories for all critical actions were tested before and after the debriefing. Results showed that debriefing undermined participants' beliefs in fake actions, but left behind residual memory-like content. These results indicate that debriefing can leave behind vivid false memories which are no longer believed, and thus we demonstrate for the first time that the memory of an event can be experimentally dissociated from the belief in the event's occurrence. These results also confirm that belief in and memory for an event can be independently-occurring constructs.

Metacognition: Are your learners really thinking about the content?

by Timothy Clapper

Clapper, T. C. (2012). Metacognition: Are your learners really thinking about the content? Evolllution. http://www.evolllution.com/curriculum_planning/metacognition-are-your-learners-really-thinking-about-the-content/

Processing information can be matched with metacognition strategies in outcomes-based curriculum design and... more Processing information can be matched with metacognition strategies in outcomes-based curriculum design and facilitation. Teachers and student alike must be shown how to use certain strategies to enhance the metacognition process.

Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

by Jo Tondeur

Authors: Anneline Devolder, Johan van Braak, & Jo Tondeur
In Journal of Computer Assisted Learning

Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL)... more Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the domain of science education. Effective scaffolds are categorized and discussed according to the different areas and phases of SRL. The results reveal that most studies on scaffolding processes focus on cognition, whereas few focus on the non-cognitive areas of SRL. In the field of cognition, prompts appear to be the most effective scaffolds, especially for processes during the control phase. This review also shows that studies have paid little attention to scaffold designs, learner characteristics, or various task characteristics, despite the fact that these variables have been found to have a sig- nificant influence. We conclude with the implications of our results on future design and research in the field of SRL using CBLEs.

The use of a metacognitive tool in an online social supportive learning environment: An activity theory analysis

by Ray Martinez

Consciousness and Metarepresentation: A Computational Sketch

by Bert Timmermans

Cleeremans A, Timmermans B, & Pasquali A (2007). Consciousness and metarepresentation: A computational sketch. Neural Networks, 20, 1032-9.

When one is conscious of something, one is also conscious that one is conscious. Higher-Order Thought Theory... more When one is conscious of something, one is also conscious that one is conscious. Higher-Order Thought Theory [Rosenthal, D. (1997). A theory of consciousness. In N. Block, O. Flanagan, & G. Güzeldere (Eds.), The nature of consciousness: Philosophical debates. Cambridge, MA: MIT Press] takes it that it is in virtue of the fact that one is conscious of being conscious, that one is conscious. Here, we ask what the computational mechanisms may be that implement this intuition. Our starting point is Clark and Karmiloff-Smith’s [Clark, A., & Karmiloff-Smith, A. (1993). The cognizer’s innards: A psychological and philosophical perspective on the development of thought. Mind and Language, 8, 487–519] point that knowledge acquired by a connectionist network always remains “knowledge in the network rather than knowledge for the network”. That is, while connectionist networks may become exquisitely sensitive to regularities contained in their input–output environment, they never exhibit the ability to access and manipulate this knowledge as knowledge: The knowledge can only be expressed through performing the task upon which the network was trained; it remains forever embedded in the causal pathways that developed as a result of training. To address this issue, we present simulations in which two networks interact. The states of a first-order network trained to perform a simple categorization task become input to a second-order network trained either as an encoder or on another categorization task. Thus, the second-order network “observes” the states of the first-order network and has, in the first case, to reproduce these states on its output units, and in the second case, to use the states as cues in order to solve the secondary task. This implements a limited form of metarepresentation, to the extent that the second-order network’s internal representations become re-representations of the first-order network’s internal states. We conclude that this mechanism provides the beginnings of a computational mechanism to account for mental attitudes, that is, an understanding by a cognitive system of the manner in which its first-order knowledge is held (belief, hope, fear, etc.). Consciousness, in this light, thus involves knowledge of the geography of one own’s internal representations — a geography that is itself learned over time as a result of an agent’s attributing value to the various experiences it enjoys through interaction with itself, the world, and others.

Philosophy Has Consequences! Developing Metacognition and Active Learning in the Ethics Classroom

by Patrick Stokes

Teaching Philosophy 35:2 (June 2012), forthcoming

The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been... more The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been increasingly recognised in recent years. Yet traditional teaching methods have not always centralised helping students to become  reflectively and critically aware of the quality and consistency of their own thinking. This is particularly relevant when teaching moral philosophy, where apparently inconsistent intuitions and responses are common. In this paper I discuss the theoretical basis of the relevance of metacognition and active learning for teaching moral philosophy. Applying recent discussions of metacognition, intuition conflicts and survey-based teaching techniques, I then outline a strategy for encouraging metacognitive awareness of tensions in students’ pretheoretical beliefs, and developing a critical self-awareness of their development as moral thinkers.