Applied Metacognition

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 9
Contributors......Page 11
Preface......Page 13
1 Introduction: toward an applied metacognition......Page 15
History of metacognition research......Page 16
Monitoring and control......Page 18
Metacognition and awareness......Page 19
Domains of application......Page 20
Conclusions......Page 23
REFERENCES......Page 24
Part 1 Metacognition in learning and education......Page 27
2 The relation between metacognitive monitoring and control......Page 29
Is there a relation between monitoring and control?......Page 30
Metacognitive monitoring......Page 32
Mechanisms of metacognition......Page 33
The relation between monitoring and control......Page 34
Control at encoding......Page 35
Control at retrieval......Page 41
Conclusion......Page 45
REFERENCES......Page 46
3 Metacognition for text: findings and implications for education......Page 53
Metacomprehension in classroom environments......Page 54
Measures of prediction and postdiction accuracy......Page 56
Level of processing for text......Page 58
Characteristics of the studied text......Page 59
Characteristics of the test......Page 61
Verbal ability and metacomprehension accuracy......Page 63
Prediction accuracy and verbal abilities......Page 64
Postdiction accuracy and verbal abilities......Page 69
Is there a general metacomprehension ability?......Page 73
Implications for education......Page 76
REFERENCES......Page 78
4 Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text…......Page 82
Delaying practice tests can yield high levels of predictive accuracy......Page 84
Is delaying practice tests sufficient for obtaining high levels of predictive accuracy?......Page 86
Method overview......Page 88
Results......Page 89
Discussion......Page 91
Experiment 2: predicting memory for sentences embedded within texts......Page 92
Method overview......Page 94
Results......Page 95
Benefits of practice tests: predictive accuracy versus criterion performance......Page 97
When will practice tests improve predictive accuracy?......Page 98
APPENDIX: EXAMPLE TEXT FOR EXPERIMENT 2......Page 103
REFERENCES......Page 104
Part 2 Metacognition in everyday memory......Page 107
5 When does eyewitness confidence predict performance?......Page 109
The early (negative) meta-analyses......Page 110
Challenges to the negative conclusion......Page 111
What advice can an expert witness give, in light of the above?......Page 113
What levels of performance do we get in real cases?......Page 114
What variations in performance and confidence do we get in real cases?......Page 115
What kinds of details are of interest in real cases?......Page 116
To what extent are confidence judgments for isolated “memories” typical of real world judgments?......Page 117
How can we interpret an isolated individual’s confidence for a particular event?......Page 118
Summary so far......Page 119
An alternative approach, with some alternative questions......Page 120
Summary......Page 131
REFERENCES......Page 132
6 Autobiographical memories and beliefs: a preliminary metacognitive model......Page 135
Distinguishing autobiographical memories from autobiographical beliefs......Page 136
Metacognition as a set of beliefs......Page 139
Metacognition as monitoring and control......Page 140
Autobiographical memory......Page 143
Autobiographical belief......Page 148
From false beliefs to false memories......Page 152
Conclusions......Page 155
REFERENCES......Page 156
7 Students’ experiences of unconscious plagiarism: did I beget or forget?......Page 160
Theoretical explanations: source monitoring/reality monitoring theory......Page 163
Experimental studies......Page 165
Cryptic crossword studies......Page 169
Other considerations......Page 176
Summary......Page 178
REFERENCES......Page 179
Part 3 Metacognition in different populations......Page 181
8 Metacognition in older adults: implications for application......Page 183
Beliefs about memory and aging......Page 184
Limited predictive validity of memory beliefs questionnaires......Page 190
Behavioral specificity in self-reported medication adherence......Page 194
Applied implications: aging and memory beliefs......Page 197
Aging and memory monitoring......Page 199
Metacognitive monitoring and control: applied implications......Page 202
NOTE......Page 204
REFERENCES......Page 205
9 Sense and sensitivity: metacognition in Alzheimer’s disease......Page 211
Alzheimer’s disease......Page 212
Metacognitive accuracy and metacognitive sensitivity......Page 214
Metacognition in Alzheimer’s disease: global judgments and midpoint anchoring......Page 217
Metacognition in AD: item judgments......Page 223
Discussion: sense and sensitivity......Page 226
ACKNOWLEDGMENTS......Page 233
REFERENCES......Page 234
10 The development of metacognitive knowledge in children and adolescents......Page 238
Conceptualizations of metamemory......Page 240
Development of declarative metamory......Page 243
The development of knowledge about person, task, and strategy variables......Page 245
Development of procedural metamemory......Page 248
Metamemory–memory relationships......Page 255
Correlational evidence for the metamory–memory performance relationship......Page 256
Causal modeling approaches......Page 257
Findings from training studies......Page 258
Metamemory in educational settings......Page 260
Memory monitoring and eyewitness memory......Page 262
REFERENCES......Page 264
Conclusions......Page 273
Basic assumptions......Page 275
Research traditions in metacognition......Page 277
The monitoring of one’s own knowledge......Page 280
Beliefs about memory......Page 281
Global assessments of performance......Page 283
Online measures of metacognitive judgments......Page 284
The issue of accuracy......Page 286
The accuracy of online measures of metacognitive judgments......Page 287
Variables that affect monitoring accuracy......Page 288
Individual differences in monitoring accuracy......Page 289
Improving monitoring accuracy......Page 290
Monitoring-based self-regulation......Page 291
Toward the application of metacognitive research......Page 293
REFERENCES......Page 295
Index......Page 301