“Spontaneous” strategy use: Perspectives from metacognitive theory

Borkowski, John G.; Carr, Martha; Pressley, Michael

doi:10.1016/0160-2896(87)90027-4

Cited by 153 publications

(101 citation statements)

References 23 publications

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“…We also believe, however, that the Kansas suggestions may not go far enough. Borkowski, Carr, and Pressley (1987) in particular detailed ways to improve the likelihood of generalization by instructing learners in ways specifically consistent with the good strategy user model. Their suggestions included providing explicit and specific information about when and where to use strategies as part of instruction, rather than requiring learners to abstract such metacognition from experiences in multiple settings.…”

Section: Training For Transfermentioning

confidence: 99%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

Self Cite

310

261

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Section: Training For Transfermentioning

confidence: 99%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

Self Cite

310

261

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“…The second factor that might be used to ameliorate age-related reductions in VSTM is metacognitionawareness of how well one is performing a mental task, and the consequent regulation of strategy to improve performance (Flavell, 1979;Borkowski et al, 1987). In the context of memory this may be called 'metamemory'.…”

Section: Introductionmentioning

confidence: 99%

Visual short-term memory through the lifespan: preserved benefits of context and metacognition

Mitchell¹,

Cam‐CAN²,

Cusack³

2017

Preprint

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Visual short-term memory ability falls throughout the lifespan in healthy adults. Using a continuous report task, in a large, population-based sample, we first confirmed that this decline affects the quality and quantity of reported memories as well as knowledge of which item went where. Visual and sensorimotor precision also worsened with advancing age, but this did not account for the reduced memory performance.We then considered two strategies that older individuals might be able to adopt, to offset these memory declines: the use of contextual encoding, and metacognitive monitoring of performance.Context and metacognitive awareness were both associated with significantly better performance, however these effects did not interact with age in our sample. This suggests that older adults retain their capacity to boost memory performance through attention to external context and monitoring of their performance. Strategies that focus on taking advantage of these preserved abilities may therefore help to maintain short-term memory performance with advancing age. The paper reports on analysis of the Cambridge Centre for Ageing and Neuroscience (Cam-CAN) data.3

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“…Metakognicija podrazumijeva znanje koje pojedinac ima o svojim kognitivnim sposobnostima, zadacima koje treba izvršiti te strategijama pomoću kojih može izvršiti te zadatke. Ovaj se dio metakognicije naziva opće strateško znanje (Borkowski, Carr i Pressley, 1987). Tako dobri "stratezi" poznaju i adekvatno rabe strategije, uradak u mnestičkim zadacima pripisuju uzrocima koji su unutarnji i kontrolabilni te znaju da uspjeh u zadacima koji zahtijevaju pamćenje ovisi o osobnom trudu uloženom u izbor, upotrebu i kontrolu prikladnih strategija.…”

Section: Uvodunclassified

Cognitive Training in the Elderly: The Effect of Cognitive Training on Dispositional Variables and Subjective Well-Being

Bekavac

Vranić

2015

Drustvena istrazivanja

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Evaluacije kognitivnih treninga kod starijih pokazuju poboljšanje u kognitivnim sposobnostima neposredno, a ponekad i duže nakon treninga. Nerijetko se uočava transfer efekata treninga i na sposobnosti koje treningom nisu uvježbavane. Promjene u nekognitivnoj domeni nakon treninga dosad nisu proučavane. Cilj je istraživanja bio provjeriti utjecaj 10-tjednog treninga pamćenja, temeljenog na pretpostavci o metakognitivnim promjenama kao uzroku kognitivnoga starenja, na osobine ličnosti (optimizam/pesimizam i mjesto kontrole) te subjektivnu dobrobit. U istraživanju su sudjelovali korisnici domova za starije i nemoćne osobe, podijeljeni u tretmansku (N = 21) i aktivnu kontrolnu (N = 20) skupinu. Mjere dobiti -promjene u varijablama u odnosu na predtest -prikupljene su u dvije točke mjerenja (posttest i praćenje nakon 6 mjeseci). Neposredno nakon treninga utvrđene su promjene u nekim dispozicijskim mjerama (optimizam, eksternalno mjesto kontrole) i procjeni subjektivne dobrobiti između dvije grupe sudionika. Na praćenju utvrđen je sličan obrazac rezultata s ponešto smanjenim razlikama. Nalazi sugeriraju mogućnost poboljšanja kvalitete života starijih (podizanje optimizma i internalnosti, smanjenje pesimizma i uvjerenja o vanjskim izvorima kontrole ishoda te poboljšanje subjektivne dobrobiti) sudjelovanjem u treningu pamćenja koji kombinira metakognitivne aktivnosti i usvajanje mnemotehnika.Ključne

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“Spontaneous” strategy use: Perspectives from metacognitive theory

Cited by 153 publications

References 23 publications

Memory Development Between 2 and 20

Memory Development Between 2 and 20

Visual short-term memory through the lifespan: preserved benefits of context and metacognition

Cognitive Training in the Elderly: The Effect of Cognitive Training on Dispositional Variables and Subjective Well-Being

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