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111
Metacognitive control and optimal learning.
- Cognitive Science,
, 2006
"... Abstract The notion of optimality is often invoked informally in the literature on metacognitive control. We provide a precise formulation of the optimization problem and show that optimal time allocation strategies depend critically on certain characteristics of the learning environment, such as t ..."
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Cited by 14 (1 self)
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Abstract The notion of optimality is often invoked informally in the literature on metacognitive control. We provide a precise formulation of the optimization problem and show that optimal time allocation strategies depend critically on certain characteristics of the learning environment, such as the extent of time pressure, and the nature of the uptake function. When the learning curve is concave, optimality requires that items at lower levels of initial competence be allocated greater time. On the other hand, with logistic learning curves, optimal allocations vary with time availability in complex and surprising ways. Hence there are conditions under which optimal strategies will be relatively easy to uncover, and others in which suboptimal time allocation might be expected. The model can therefore be used to address the question of whether and when learners should be able to exercise good metacognitive control in practice.
Knowledge elaboration: A cognitive load perspective
, 2009
"... The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructi ..."
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The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner’s LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.
Metamemory cues and monitoring accuracy: Judging what you know and what you will know
- Journal of Educational Psychology
, 2000
"... Three experiments examined metamemory for categorized lists of items. Judgments of learning (JOLs) were obtained from college students either immediately after study or following a brief (at least 30-s) delay. In contrast to past findings (e.g., T.O. Nelson & J. Dunlosky, 1991), no advantage was ..."
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Three experiments examined metamemory for categorized lists of items. Judgments of learning (JOLs) were obtained from college students either immediately after study or following a brief (at least 30-s) delay. In contrast to past findings (e.g., T.O. Nelson & J. Dunlosky, 1991), no advantage was found for delayed JOLs in Experiment 1, using a standard, prediction-based metamemory cue. In Experiment 2, knowledge-based judgments were elicited, and delayed JOL accuracy improved significantly. The relative fficacy of 4 different metamemory cues was examined in Experiment 3. An interaction between the timing and phrasing of JOL cues was detected: Delayed JOLs were more accurate than immediate JOLs only when knowledge-based cues were used. These results are interpreted in A. Koriat's (1997) cue-utilization framework for JOL accuracy, and they show that the phrasing of metamemory cues can have a substantial impact on monitoring accuracy. The role of memory monitoring and control in education has been studied with increasing interest in recent years (Hacker, Dunlosky, & Graesser, 1998). During exam preparation, for ex-ample, students must accurately assess their current state of knowl-edge to effectively regulate their ongoing learning. Students who
Metacognitive Adaptation: Regulating the Plan Transformation Process
- In Proceedings of the Fall Symposium on Adaptation of Knowledge for Reuse
, 1995
"... Recent research in case-based reasoning suggests the use of metacognitive approaches to control the reasoning process. Whereas most of this research focuses on issues related to retrieval and representation, we describe a metacognitive approach to case adaptation based on the generation of questions ..."
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Recent research in case-based reasoning suggests the use of metacognitive approaches to control the reasoning process. Whereas most of this research focuses on issues related to retrieval and representation, we describe a metacognitive approach to case adaptation based on the generation of questions and answers. The answer generation utilizes particular planning knowledge in the form of introspection plans and adaptation plans. An example of our implementation, IULIAN, will illustrate this process. Metacognition and Adaptation Recent results in case-based reasoning have addressed the control of the reasoning process using ideas from metacognition. The term metacognition describes the "active monitoring and consequent regulation" of the agent's own cognitive processes (Flavell 1976). As a result, we can regard the term metacognition as describing two distinct but related issues: the issue of knowledge about cognition and the issue of regulating cognition. The first term includes awaren...
Frontal lobes and memory
- In
, 2002
"... Casual observations of patients with focal frontal lobe lesions often reveal little if any cognitive impairment (Fuster, 1989; Hebb, 1945). At the same time, such patients display an assortment of cognitive deficits upon neuropsychological assessment (Janowsky et al., 1989c; Luria, 1980; Stuss & ..."
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Casual observations of patients with focal frontal lobe lesions often reveal little if any cognitive impairment (Fuster, 1989; Hebb, 1945). At the same time, such patients display an assortment of cognitive deficits upon neuropsychological assessment (Janowsky et al., 1989c; Luria, 1980; Stuss & Benson, 1984). With respect to memory, focal frontal injury does not produce a severe amnesic disorder, such as that observed in patients with medial temporal damage, but it can cause more subtle, yet definable, memory deficits. These deficits take the form of an impairment in the control of memory (Moscovitch, 1992; Shimamura, 1995, 2000a), i.e. the prefrontal cortex appears to be crucial for the monitoring and control of memory processes, both at the time of encoding and at the time of retrieval. In this chapter, we describe patterns of memory impairment associated with focal damage to the prefrontal cortex. Specifically, we review the role of the prefrontal cortex in learning and recall, memory for contextual information, metamemory and retrieval from remote memory. We then relate these long-term memory deficits to impairments in on-line processing associated with working memory and attention. Finally, we put these deficits in the context of a more global view of prefrontal function.
Metacognition in humans and animals
- Current Directions in Psychological Sciences
, 2009
"... ABSTRACT—It has long been assumed that metacognition— thinking about one’s own thoughts—is a uniquely human ability. Yet a decade of research suggests that, like humans, other animals can differentiate between what they know and what they do not know. They opt out of difficult trials; they avoid tes ..."
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ABSTRACT—It has long been assumed that metacognition— thinking about one’s own thoughts—is a uniquely human ability. Yet a decade of research suggests that, like humans, other animals can differentiate between what they know and what they do not know. They opt out of difficult trials; they avoid tests they are unlikely to answer correctly; and they make riskier ‘‘bets’ ’ when their memories are accurate than they do when their memories are inaccurate. These feats are simultaneously impressive and, by human stan-dards, somewhat limited; new evidence suggests, however, that animals can generalize metacognitive judgments to new contexts and seek more information when they are unsure. Metacognition is intriguing, in part, because of parallels with self-reflection and conscious awareness. Consciousness appears to be consistent with, but not re-
A neurocognitive approach to metacognitive monitoring and control
- In J. Dunlosky
, 2008
"... To what extent can brain-based investigations inform research on metacognition? Most view metacognition as a set of intricately complex and dynamic processes — such as those involved in insight, cognitive control, and mnemonic strategies. As such, metacognitive research has been thoroughly interdisc ..."
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Cited by 6 (3 self)
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To what extent can brain-based investigations inform research on metacognition? Most view metacognition as a set of intricately complex and dynamic processes — such as those involved in insight, cognitive control, and mnemonic strategies. As such, metacognitive research has been thoroughly interdisciplinary, influencing edu-
Confidence and Cognitive Test Performance
"... This article examines the nature of confidence in relation to abilities, personality, and metacognition. Confidence scores were collected during the administration of Reading and Listening sections of the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) to 824 native speakers of ..."
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This article examines the nature of confidence in relation to abilities, personality, and metacognition. Confidence scores were collected during the administration of Reading and Listening sections of the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) to 824 native speakers of English. Those confidence scores were correlated with performance accuracy scores from the TOEFL iBT and SAT, high school grade point averages (HS-GPA), and measures of personality and metacognition. The results of factor analyses indicate that confidence is a separate psychological trait, somewhere between ability and personality. The findings also suggest that confidence is related to, but separate from, metacognition. Gender and ethnic differences in confidence are also reported, with men and African Americans showing higher overconfidence bias than women and Whites or Hispanics, respectively. Finally, the data show small incremental validity of the confidence scores above and beyond the accuracy scores in predicting performance on the TOEFL iBT as a whole, the Writing and Speaking sections of the TOEFL iBT, and a test of numeracy. Confidence does not show incremental validity for the SAT and HS-GPA.
