Metamemory

Dunlosky, John; Serra, Michael J.; Baker, Julie M.

doi:10.1002/9780470713181.ch6

Cited by 38 publications

(35 citation statements)

References 66 publications

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“…According to Brunswik (1956), the accuracy of judgments is determined in part by the diagnosticity of the cues used to make the judgment. Judgment accuracy will improve when the cues used to make a judgment are more diagnostic of subsequent student performance (for a more detailed discussion of how cue used affects judgment accuracy see (Dunlosky & Thiede, 2013;Koriat, 1997). In the example above, judgment accuracy should be better when the judgment is based on a correct response to a question than when the judgment is based on silence because the former is more diagnostic of learning than the latter.…”

Section: Improving Judgment Accuracymentioning

confidence: 99%

Can teachers accurately predict student performance?

Thiede

Brendefur

Osguthorpe

et al. 2015

Teaching and Teacher Education

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Section: Improving Judgment Accuracymentioning

confidence: 99%

Can teachers accurately predict student performance?

Thiede

Brendefur

Osguthorpe

et al. 2015

Teaching and Teacher Education

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“…1) Tasks based on judgment of learning (JOL) technique (Dunlosky et al, 2007;). The tasks pertain to self-evaluating the level of memorizing a given material during several attempts.…”

Section: Participants and Proceduresmentioning

confidence: 99%

“…The techniques, such as JOL, allow performance-based modification of beliefs through involvement of execution and control processes (Hertzog, Dixon, & Hultsch, 1990). In turn, a higher level of verbal skills promotes auto-reflection, co-creates self-representation, and improves efficiency of social interactions, thus stimulating reflection of the others (Dunlosky et al, 2007).…”

Section: Predictorsmentioning

confidence: 99%

“…beliefs in one's own possibilities and reflections on these beliefs, constitute manifestations of metacognitive processes. Factors determining the contents of these beliefs include a number of individual variables, among them cognitive, affective and social factors (Dunlosky, Serra, & Baker, 2007;Nelson, Kruglanski, & Jost, 1998;. The contents of metacognitive beliefs constitute a particularly interesting area of psychopathological research, as they are considered a factor that triggers and maintains clinical signs of various conditions (as reviewed by Szepietowska, 2013).…”

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confidence: 99%

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The determinants of metamemory beliefs: the effect of Self-relevance and Friend-relevance. How important is anxiety?

Szepietowska¹

2014

Health Psychology Report

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Metacognitive beliefs (beliefs about one's own possibilities) are an object of research in several clinical groups. Personality characteristics determine the contents of such beliefs. participants and procedureIn the study of the general population, judgment of learning (JOL) techniques were used. This technique is based on estimating the level of material (words) memorized, then learning and memorizing. There were two types of tasks used: for Self-relevance and Friend-relevance. The task was to express judgments about a friend's (he/she) beliefs (I think he/she thinks...) and about the friend's performance (I think he/she will perform...) in the described task. conclusions Anxiety analyzed as an isolated variable does not explain the character of metacognitive self-beliefs and beliefs regarding a friend. Both our findings and the results of previous studies (3) suggest that the tendency to under-evaluate one's abilities is a frequent characteristic of metacognitive beliefs, being independent of anxiety levels. Future research should center around similar analyses of persons diagnosed with specific types of anxiety-related disorders.key words metacognition/metamemory; anxiety; judgment of learning (JOL); Self-relevance; other (Friend)-relevance Ewa Małgorzata SzepietowskaThe determinants of metamemory beliefs: the effect of Self-relevance and Friend-relevance. How important is anxiety?

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“…It was the domain that metacognition could be used though different fields defined metacognition very differently. Dunlosky, Serra, and Baker (2007) covered this distinction in a recent review of metamemory research that focused on how findings from this domain could be applied to other areas of applied research. (Note 10) O. Henry's novel was the right alternative area of research which could offer a different finding.…”

Section: Literature Reviewmentioning

confidence: 99%

A Study of Metacognition on O. Henry’s “The Gift of the Magi”

Lin¹

2010

ASS

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The study aimed to bring more possibilities into existence for one of the O. Henry's texts, "The Gift of the Magi", in terms of the application of metacognition concept. The idea of level was rooted in metacognition concept and was used to examine the text. The study found that there were two levels for a same thing in O. Henry's text. One level was an inner-layer story, and the other an external (outer)-layer story. They both constructed a particular twofold spatial for O. Henry's fiction world. It was the very spatial that the opportunities of involving the literary content were created and became possible. Through the investigation, true implication of metacognition was manifested, which was something of knowing beyond knowing and thinking behind thinking.

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Metamemory

Cited by 38 publications

References 66 publications

Can teachers accurately predict student performance?

Can teachers accurately predict student performance?

The determinants of metamemory beliefs: the effect of Self-relevance and Friend-relevance. How important is anxiety?

A Study of Metacognition on O. Henry’s “The Gift of the Magi”

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