Cognitive Psychology Commons^™

Do I Listen To You, Or Do I Listen To Me? An Individual Difference Investigation Into Advice Utilization, Danielle Nicole Sanchez-Combs

Psychology ETDs

This work addresses three fundamental questions. First, can the source of the advice (crowd or single advisor) be leveraged to enhance advice use? Second, does high skill and high metacognitive ability predict greater advice use or are these individuals also blind to the need for advice? Finally, can personality, performance, and pre-advice confidence factors be used to profile those most likely to benefit from advice? Results indicated surprisingly low advice taking rates (~25% to ~26%) from both advisors, despite the advice being 100% accurate. Advice taking was even lower when individuals were in a high-confidence state, with high-skilled …

Building Resilience With Creativity: A Reflective Card Deck Prototype, Lakshmi Sithambaram

Creativity and Change Leadership Graduate Student Master's Projects

The increasing complexity and adversity in today's world emphasize the need for resilience as a critical skill to navigate these challenges. The World Economic Forum identifies resilience, stress tolerance, and flexibility as essential skills for thriving in the 21st century. But how can we intentionally develop resilience? Through this project, I explore the relationship between creativity and resilience and how creativity skills can be deliberately cultivated to build resilience. To achieve this, I developed a prototype of a reflective card deck that offers a unique approach to help individuals gain knowledge, make connections, explore their relationship with the skill, and …

Uncertainty Monitoring In Category Learning And Transfer, Rose Deng

Electronic Theses and Dissertations

Uncertainty is commonly experienced by many people during learning and decision making. Given that many career paths require the ability to monitor uncertainty, it’s important to understand how metacognitive processes influence cognitive performance. In attempts to explore how uncertainty monitoring impacts learning, three experiments were conducted. The first and second experiment utilized a categorization task in which participants explicitly learned to categorize Chemistry concepts. The third experiment assessed the impact of uncertainty monitoring on implicit learning and utilized a different task to tap into the implicit learning system. The present dissertation is one of few to investigate the role of …

Differences In Elementary Students’ Self-Regulated Processes For Computer Versus Printed Reading Assignments, Katerina Sergi, Anastasia Elder, Tianlan Wei, Kristin H. Javorsky, Jianzhong Xu

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2–5 who participated in two counterbalanced conditions involving a computer- and a paper-based reading assignment. The study employed a 2 x 4 (condition-by-grade) mixed-model analysis of variance (ANOVA) and followup tests to examine metacognitive SRL differences between conditions and grades. The results indicate that elementary students used various metacognitive SRL skills across both conditions. The …

The Spacing Effect In Remote Information-Integration Category Learning, Anthony Cruz

Electronic Thesis and Dissertation Repository

The present study examined whether the temporal distribution of procedural category learning experiences would impact learning outcomes. Participants completed the remote category learning study on a smartphone in one of two learning conditions: Massed (control) or distributed. Consistent with expectations, distributed learners reached higher accuracy levels. This effect disappeared after accounting for reaction time differences, suggesting that it was driven by attentional mechanisms. Distribution may have made participants more likely discover the optimal categorization strategy and more robust to sensory habituation. Counter to previous findings, participants favored distributed learning. These results suggest that adult category learning is facilitated by temporal …

Thinking About Making A Connection: Exploring The Role Of Metacognition In Recognition Memory For Associative Information, Mario E. Doyle

Theses and Dissertations (Comprehensive)

In a set of six experiments, the relation between metacognition and associative memory was explored. The purpose was to determine whether the metacognitive behaviors that are used with item memory are also used with associative memory. Different memory systems have separate underlying processes which can cause mnemonic strategies to only be useful for some types of memory. People use metacognition to monitor and control their memory; however, it is uncertain whether metacognitive monitoring and control are the same for different types of memory. The research presented in this dissertation demonstrates the similarities and differences between metacognitive behavior for item and …

Designing A Multiple Submission Policy Supporting Mastery Learning For A Design Thinking Class In A Purely Online Learning Environment, Marianne Kayle Amurao, Joseph Benjamin R. Ilagan

Quantitative Methods and Information Technology Faculty Publications

Mastery learning is defined as an approach where students are equipped with complex skills required in the VUCA world instead of simple skills that only apply to traditional classrooms. One way to encourage mastery learning in the classroom is through repeated assessment, specifically formative ones. In this paper, we describe our experience in designing a multiple submission policy to support mastery learning for a design thinking class taught purely online amidst lockdowns due to COVID. The transition to online learning and today’s context presented an opportunity to target mastery learning instead of traditional learning outcomes, which we achieved in two …

The Use Of Introspective Reports To Predict Subsequent Memory: Implementing Machine Learning For Judgment-Of-Learning Paradigms, Nathan Lloyd Anderson

Arts & Sciences Electronic Theses and Dissertations

Recent advances in machine learning have allowed for the use of natural language responses to predict outcomes of interest to memory researchers such as the confidence with which recognition decisions are made. The present experiments were designed to leverage this novel methodological approach by soliciting free-response justifications of judgments of learning (JOLs) whereby people not only assess the probability with which they will later recognize individual items but also (for some items) justify the reasoning behind their judgment. Across all experiments and conditions, regression models trained on justification language showed above-chance prediction of subsequent memory success and outperformed models trained …

Rethinking Thinking About Thinking: Against A Pedagogical Imperative To Cultivate Metacognitive Skills, Lauren R. Alpert

Dissertations, Theses, and Capstone Projects

In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills.

In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the appropriate research design to validate the efficacy of metacognitive skill-building interventions (not just evaluate their relationship to learning outcomes). I argue …

The Effects Of Question Difficulty Order On Metacognitive Judgments During An Online Test, Wei-Chieh Fang

Arts & Sciences Electronic Theses and Dissertations

Three experiments were conducted to examine the effects of question difficulty order on people’s judgments of test performance and test experiences. Building on the finding that ordering questions from easy to hard often leads to overconfidence (i.e., a retrospective bias), the study aimed to examine the generality and robustness of this effect by having participants from a diverse population take an online test and then make a post-test judgement of their performance. In addition to using the same ascending and descending order of difficulty as prior research, the study also explored how the U-shaped order (e.g., easy-hard-easy) and report option …

Memory For A Familiar And Unfamiliar University Logo, Alicia M. Fels

Seton Hall University Dissertations and Theses (ETDs)

Prior research found that memory is fallible and that memory for common objects is poorly encoded (Brady et al., 2008; Nickerson & Adams, 1979). Participants studied one of the logos and recalled both the familiar and unfamiliar logos. Confidence judgments were collected at pre- and post-recall for both logos. Results suggest that recall changed by study condition and logo type, studying before recall, for both the familiar and the unfamiliar logo, improved recall scores. The results also suggest that confidence judgments changed depending on the logo familiarity and time. Confidence decreased from pre- to post-recall for the familiar logo in …

Metacognitive Function In Moderate To Severe Traumatic Brain Injury, Grace Amadon

Honors Theses

Traumatic brain injury (TBI) is an injury to the brain caused by a bump, blow, jolt to the head. Individuals with TBI demonstrate decreased awareness of their own potential deficits and functional abilities. These deficits have critical implications for recovery as self-awareness is important for those recovering from TBI in the implementation and engagement of rehabilitative processes after TBI. The following study analyzed 18 individuals with TBI approximately 11 years post injury to document metacognitive functioning after injury. Participants completed a metacognitive working-memory paradigm where they made judgements of their future and past performance on identifying a target shape and …

Fundamental Principles Of Metacognition: A Qualitative Study Of Metacognition, Pedagogy And Transformation, Philip Hulbig

Educational Studies Dissertations

This study investigated the transformative quality of a metacognitive education. It examined a transformative metacognitive education from both the subjective personal perspective of the student who has gone through the process of transformation and the more objective pedagogical perspective of the professors who work to bring forth such transformational experiences in their students. Through interview and analysis these perspectives were integrated to produce a pedagogical theoretical framework derived from experience and grounded in observations about metacognition across various scientific disciplines. The personal elements of metacognition that promote educational transformation from within the students were contrasted with the pedagogical approaches of …

Feeling-Of-Knowing Experiences Breed Curiosity, Gregory Brooks

Electronic Thesis and Dissertation Repository

It is well-established that curiosity has benefits for learning. Less is known about potential links between curiosity and memory retrieval. In theoretical work on metacognition it has been argued that retrieval experiences that occur during memory search can exert control over behaviour. States of curiosity, which can be defined as behavioural tendencies to seek out information, may play a critical role in this control function. We conducted two experiments to address this idea, focusing on links between feeling-of knowing (FOK) experiences, memory-search duration, and subsequent information-seeking behaviour. We administered an episodic FOK paradigm that probed memory for previously studied arbitrary …

Applying A Metacognitive Framework In The Neuropsychological Assessment Of Subjective Cognitive Decline And Mild Cognitive Impairment, Susan Y. Chi

Dissertations, Theses, and Capstone Projects

The characterization of the earliest stages of Alzheimer's disease (AD) is a topic of major research interest because it is critical for early diagnosis and emerging interventions. Metamemory, or knowledge about memory, including awareness of one’s own memory functions, has been investigated in AD especially in relation to how impairment in memory and executive functions contribute to unawareness of cognitive deficits, termed anosognosia. Previous research, however, has not systematically investigated metamemory functioning in older adults with prodromal dementia conditions. Therefore, we investigated metamemory accuracy in cognitively healthy older adults (HC) and those with subjective cognitive decline but intact neuropsychological test …

Investigating Metacognitive Fluency As A Judgment Cue In Choice Overload, Michael R. Ho

CGU Theses & Dissertations

Choice overload describes the finding that individuals report being less satisfied and defer choice more often when choosing from larger rather than smaller choice sets. Researchers have proposed various theoretical models to account for this phenomenon; however, these models have yielded conflicting results. Critically, little research has sought to identify the cognitive mechanism underlying choice overload. The present study reviews models of choice overload and offers a more parsimonious account of choice overload. More specifically, metacognitive fluency, or the subjective interpretation of choice difficulty, plays a critical role during choice and may account for conflicting results in current choice overload …

Decisions, Decisions: Review Of Mindware: Tools For Smart Thinking By Richard E. Nisbett, Anne Kelly

Numeracy

Richard Nisbett. 2015. Mindware: Tools for Smart Thinking. (New York, NY: Farrar, Strauss, and Giroux). 336 pp. ISBN: 9780374536244.

Social psychologist Richard E. Nisbett provides help in identifying and overcoming faulty cognitive strategies and replacing them with more accurate heuristics. To do so, Nisbett draws from statistics, correlation, experiments, differences in Western and Eastern thought, and, especially, social influence.

Neurological Correlates Of The Dunning-Kruger Effect, Alana Lauren Muller

Electronic Theses, Projects, and Dissertations

The Dunning-Kruger Effect is a metacognitive phenomenon in which individuals who perform poorly on a task believe they performed well, whereas individuals who performed very well believe their performance was only average. To date, this effect has only been investigated in the context of performance on mathematical, logical, or lexical tasks, but has yet to be explored for its generalizability in episodic memory task performance. We used a novel method to elicit the Dunning-Kruger Effect via a memory test of item and source recognition confidence. Participants studied 4 lists of words and were asked to make a simple decision about …

Emotion And Metacognitive Monitoring: The Role Of Emotion In The Development Of Learning Beliefs, Robert Craig Hoy

Individual, Family, and Community Education ETDs

Educators have daily experience with how students' emotional states influence their behaviors and levels of motivation. What is more poorly understood and even counterintuitive in effect is the subtler role of emotion in the role of metacognitive monitoring in the form of learning belief development. The research driving current understanding in this area is limited and fragmented across disciplines. The purpose of the current quantitative, cross-sectional study was to contribute to our understanding of the role that emotion plays in metacognitive monitoring. The study used self-report measures given before and after a video-based learning task. Metrics included measures of emotional …

Gender And Subject Area Differences In Academic Metacognition And Motivation, Adelaide Jenkins

Senior Theses and Projects

This study was a continuation of the ongoing Trinity metacognition project investigating the metacognitive awareness and skills of middle school students. The present study examined whether there were gender differences in the ways metacognition is used in two different subject areas: social studies and math. It also investigated whether gender has an effect on how students use metacognition in these two school subjects. Students in the sixth, seventh, and eighth grade were surveyed about their metacognitive and motivational awareness in math and social studies. Results showed that female students used metacognition more than male students in both math and social …

Metacognitive Theories Revisited, David Moshman

Department of Educational Psychology: Faculty Publications

“Metacognitive theories,” an article Gregg Schraw and I published in Educational Psychology Review in 1995, has been cited in over a thousand scholarly publications. In this follow-up, dedicated to Gregg and written after his recent death, I provide a brief overview of our 1995 article and then reflect on it in four ways. First, I consider the development of the concept of metacognition prior to 1995, including its emergence and use in previous writings by each co-author. Then, I turn to the collaboration itself, including the interplay of complementary conceptions and the construction of new ideas. Third, I consider the …

Quizzing And Restudy Dynamics In A Tst Paradigm: The (Null) Effect Of Feedback And The (Significant) Effects Of Metacognition, Francis Anderson

Arts & Sciences Electronic Theses and Dissertations

In authentic educational settings, using formative quizzes or tests can improve students’ memory by direct strengthening of the memory trace. There are other indirect effects of testing, however, such as improved understanding of what one does and does not know. That is, quizzes can benefit students’ metacognitive awareness, which may in turn affect their restudy behaviors. We tested whether different types of feedback (correct/incorrect, correct answer, or minimal) differentially affected students’ metacognition, changed their restudy behaviors, and influenced final test performance. We found no effect of feedback type, but were able to better understand quizzing and restudy dynamics in an …

Do Learners Have Insight Into The Levels Of Processing Effect? Exploring Unresolved Levels Of Processing Phenomena With Judgments Of Learning, Elif Eylul Tekin

Arts & Sciences Electronic Theses and Dissertations

The levels of processing (LOP) effect shows that semantic processing leads to better retention than other types of processing. The effect is routinely obtained on many types of tests, yet, to this day, its mechanisms are still debated and it is poorly understood. In two old/new recognition experiments, I investigated potential explanations as to why the LOP effect occurs under intentional learning instructions. I asked a) whether subjects were aware of the LOP effect while they were studying the material, b) whether explicitly encouraging subjects to study the words with their idiosyncratic strategies would eliminate the effect, and c) whether …

Usability Is Not Just Usability: Discovering The Strategies Used By Non-Experts In Making Usability Predictions, Michelle A. Sublette

Theses and Dissertations--Psychology

Much of the research on metacognition in human factors has focused on prescriptive, normative strategy training. That is, many researchers have concentrated their efforts on finding ways to improve system users’ prediction, planning, monitoring and evaluation strategies for tasks. However little research has focused on the strategies and heuristics users employ on their own to make usability predictions. Understanding usability prediction methods is critical because users’ predictions inform their expectations about whether they will make errors using a product, how much effort they will need to expend to be successful in using the product, whether they can perform two tasks …

Exploring Metacognition, Multitasking And Test Performance In A Lecture Context, Fatma Arslantas

Theses and Dissertations (Comprehensive)

Multitasking has become more prevalent with recent advancements in technology (Judd, 2014; Junco & Cotten, 2012). Many self-report studies, and the few available experimental manipulations, consistently indicate that media multitasking is related to decrements in learning. The present study extends the current literature by explicitly documenting students’ responses to media-based interruptions to learning. The current study also documents other behaviours students engage in that may or may not be related to multitasking when technology is available during lectures. In addition, the study explores the role of metacognition as a contributor to learning in a media-rich educational setting. In total, 118 …

The Effect Of Interruptions On Primary Task Performance In Safety-Critical Environments, Cheryl Ann Nicholas

Doctoral Dissertations

Safety critical systems in medicine utilize alarms to signal potentially life threatening situations to professionals and patients. In particular, in the medical field multiple alarms from equipment are activated daily and often simultaneously. There are a number of alarms which require caregivers to take breaks in complex, primary tasks to attend to the interruption task which is signaled by the alarm. The motivation for this research is the knowledge that, in general, interrupting tasks can have a potentially negative impact on performance and outcomes of the primary task. The focus of this research is on the effect of an interrupting …

Learning From Science Lectures : Students Remember More And Make Better Inferences When They Complete Skeletal Outlines Compared To Other Guided Notes., David Bradley Bellinger

Electronic Theses and Dissertations

It is common for students to take notes during lectures, but the accuracy and completeness of these notes is highly questionable. Therefore, instructors must make an important decision – should they provide their students with lecture notes? If so, how complete should the notes be and in what format? The present experiments examined how note format and degree of support impacted the encoding benefit of note-taking. In Experiment 1, undergraduate students listened to brief audio-recorded science lectures (Human blood, N = 42; Human ear, N = 36) and completed skeletal outlines (requiring students to conceptually organize the information using the …

Fear Of Alzheimer's Disease And Its Role In Memory Monitoring And Control, Annalise Marie Rahman

Wayne State University Dissertations

Introduction: Fear of Alzheimer’s disease (FAD), or Anticipatory Dementia, is a healthy adult’s misinterpretation of everyday memory failures as indicators of developing dementia. The current study investigated the construct of FAD and aimed to contextualize FAD within the Health Belief Model through development of a new scale, the Anticipatory Dementia Index (ADI). The study also assessed the relationship between FAD and metacognitive monitoring and metacognitive control.

Methods: 94 cognitively-intact community-dwelling older adults with and without a history of family history of AD completed questionnaires regarding their subjective memory complaints, state and trait anxiety, depression, and multiple measures of FAD, including …

Building Metamemorial Knowledge Over Time: Insights From Eye Tracking About The Bases Of Feeling-Of-Knowing And Confidence Judgements, Elizabeth F. Chua, Lisa A. Solinger

Publications and Research

Metamemory processes depend on different factors across the learning and memory time-scale. In the laboratory, subjects are often asked to make prospective feeling-of-knowing (FOK) judgments about target retrievability, or are asked to make retrospective confidence judgments (RCJs) about the retrieved target. We examined distinct and shared contributors to metamemory judgments, and how they were built over time. Eye movements were monitored during a face-scene associative memory task. At test, participants viewed a studied scene, then rated their FOK that they would remember the associated face. This was followed by a forced choice recognition test and RCJs. FOK judgments were less …

Laypeople's Risky Decisions In The Climate Change Context: Climate Engineering As A Risk-Defusing Strategy?, Dorothee Amelung, Joachim Funke

Joachim Funke