Cognition and Perception Commons^™

Effects Of Gregariousness, Conspicuousness, And Novelty On Blue Jay (Cyanocitta Cristata) Learned Avoidance And Stimulus Generalization Of Unpalatable Prey, Joyce M. Dykema

Avian Cognition Papers

I examined a variety of factors hypothesized to be important in the evolution and maintenance of aposematism. Aposematism occurs when prey individuals advertise their toxic or otherwise aversive nature to potential predators via evolved conspicuous signals. I conducted three experiments in which blue jays (Cyanocitta cristata) were allowed to search a printed grayscale pixilated background for grayscale pixilated moths in an open room. I manipulated moth appearance and food reward, and recorded jay predation on the varying moth stimuli. In my first experiment, I repeated Alatalo & Mappes’ (1996) study examining the effects of prey gregariousness, or grouping, …

K-Means Clustering With Multiresolution Peak Detection, Guanshan Yu, Leen-Kiat Soh, Alan B. Bond

Avian Cognition Papers

Clustering is a practical data mining approach of pattern detection. Because of the sensitivity of initial conditions, k-means clustering often suffers from low clustering performance. We present a procedure to refine initial conditions of k-means clustering by analyzing density distributions of a data set before estimating the number of clusters k necessary for the data set, as well as the positions of the initial centroids of the clusters. We demonstrate that this approach indeed improves the accuracy and performance of k-means clustering measured by average intra to interclustering error ratio. This method is applied to the virtual ecology project to …

Discounting And Reciprocity In An Iterated Prisoner’S Dilemma, David W. Stephens, Colleen M. Mclinn, Jeffrey R. Stevens

Jeffrey Stevens Publications

The Iterated Prisoner’s Dilemma (IPD) is a central paradigm in the study of animal cooperation. According to the IPD framework, repeated play (repetition) and reciprocity combine to maintain a cooperative equilibrium. However, experimental studies with animals suggest that cooperative behavior in IPDs is unstable, and some have suggested that strong preferences for immediate benefits (that is, temporal discounting) might explain the fragility of cooperative equilibria. We studied the effects of discounting and strategic reciprocity on cooperation in captive blue jays. Our results demonstrate an interaction between discounting and reciprocity. Blue jays show high stable levels of cooperation in treatments with …

9. Metacognition- Subject Index

Issues in the Measurement of Metacognition

Subject Index (6 pages)

A-Z pp. 335-340.

7. Assessing Metacognition: Implications Of The Buros Symposium, Gregory Schraw

Issues in the Measurement of Metacognition

This chapter attempts to consolidate the diverse opinions and conclusions included in the previous six chapters of this volume. I have found it easiest to do so in three sections. Section 1 provides a summary the book's main themes. These themes pertain to the need for a more comprehensive theory of metacognition, the disparity between metacognitive theory and measurement, methodological questions about the measurement of metacognitive processes, concerns about poor instrumentation, the generality of the metacognition construct, and issues pertaining to educational practice. Section 2 raises concerns central to the measurement community in general. These concerns include questions about the …

5. Metacognition And Computer-Based Testing, Gregory Schraw, Steven L. Wise, Linda L. Roos

Issues in the Measurement of Metacognition

Metacognition refers to thinking about thinking, or more generally, to using higher-level knowledge and strategies to regulate lower level performance. Previous research suggests that metacognition is an important part of learning among adults (Baker, 1989; Garner & Alexander, 1989; Pressley & Ghatala, 1990) and children (Alexander, Carr, & Schwanenflugel, 1995; Borkowski & Muthukrishna, 1992). Metacognition contributes to learning in several ways, but especially by helping learners to use their attentional resources more efficiently, to process information at a deeper level, and to monitor their performance more accurately.

Notwithstanding its importance, there is considerable debate regarding how to measure meta cognition. …

2. Assessing Metacognition And Self-Regulated Learning, Paul R. Pintrich, Christopher A. Wolters, Gail P. Baxter

Issues in the Measurement of Metacognition

In this chapter we provide an overview of the conceptual and methodological issues involved in developing and evaluating measures of metacognition and self-regulated learning. Our goal is to suggest a general framework for thinking about these assessments- a framework that will help generate questions and guide future research and development efforts. Broadly speaking, we see the main issue in assessing metacognition and self-regulated learning as one of construct validity. Of critical importance are the conceptual or theoretical definitions of these constructs and the adequacy of the empirical evidence offered to justify or support interpretations of test scores obtained from instruments …

4. Assessing Metacognitive Knowledge Monitoring, Sigmund Tobias, Howard Everson

Issues in the Measurement of Metacognition

Metacognition has been defined as the ability to monitor, evaluate, and make plans for one's learning (Flavell, 1979; Brown, 1980). Research has shown that learners with effective metacognitive skills are more capable of making accurate estimates of what they know and do not know, of monitoring and evaluating their on-going learning activities, and of developing plans and selecting strategies for learning new material. A large body of literature, reviewed in the other chapters of this volume, has reported differences in metacognitive abilities between learning disabled and regular students, as well as between generally capable learners and their less able counterparts. …

3. Assessing Metacognition In Children And Adults, Linda Baker, Lorraine C. Cerro

Issues in the Measurement of Metacognition

It has been about 25 years now since researchers first became interested in the study of metacognition, with the onset of interest marked by the publication of the 1975 metamemory interview study of Kreutzer, Leonard, and Flavell and the seminal theoretical work of John Flavell (1976) and Ann Brown (1978). The early work by developmental psychologists on age-related differences in children's metacognition captured the attention of researchers concerned with individual differences in academic achievement in children as well as adults. Within academic domains, most of the research has been focused on reading and studying (Baker & Brown, 1984; Forrest Pressley …

Issues In The Measurement Of Metacognition--Complete Work, James C. Impara, Linda L. Murphy, Gregory Schraw

Issues in the Measurement of Metacognition

Issues In The Measurement Of Metacognition- Complete Work

Buros-Nebraska Series on Measurement & Testing

346 pages

6. Development Of Grounded Theories Of Complex Cognitive Processing: Exhaustive Withinand Between-Study Analyses Of Think-Aloud Data, Michael Pressley

Issues in the Measurement of Metacognition

I am going to begin with claims that may seem heretical at the Buros Institute, the host for this symposium: Much can be understood about cognition and its metacognitive regulation through qualitative analysis. Qualitative analyses of complex cognitive and metacognitive processes makes a great deal of sense before even attempting quantitative analyses of those processes. In particular, I am going to explain here the advances made by my associates and me in understanding skilled reading using the method of constant comparison, a qualitative approach for developing what Strauss and Corbin (1990) refer to as grounded theories. If that does not …

8. Metacognition- Author Index

Issues in the Measurement of Metacognition

Author Index (12 pages)

A-Z pp. 323-334

Issues In The Measurement Of Metacognition- Contents, James C. Impara, Linda Murphy, Gregory Schraw

Issues in the Measurement of Metacognition

Contents

1. A Process-Oriented Model of Metacognition: Links Between Motivation and Executive Functioning
John G. Borkowski, Lorna K. S. Chan, and Nithi Muthukrishna...........................1

2. Assessing Metacognition and Self-Regulated Learning
Paul R. Pintrich, Christopher A. Wolters, and Gail P. Baxter.........................43

3. Assessing Metacognition in Children and Adults
Linda Baker and Lorraine C. Cerro............................................................99

4. Assessing Metacognitive Knowledge Monitoring
Sigmund Tobias and Howard Everson.......................................................147

5. Metacognition and Computer-Based Testing
Gregory Schraw, Steven L. Wise, and Linda L. Roos................................223

6. Development of Grounded Theories of Complex Cognitive Processing: Exhaustive Within- and Between Study Analyses of Think-Aloud Data
Michael …

1. A Process-Oriented Model Of Metacognition: Links Between Motivation And Executive Functioning, John G. Borkowski, Lorna K. S. Chan, Nithi Muthukrishna

Issues in the Measurement of Metacognition

The measurement of metacognition has gone through four overlapping phases: The first phase began with the insightful and stimulating paper of Kreutzer, Leonard, and Flavell (1975) on introspective reports about memory states and processes, followed by an important theoretical chapter on the nature of metamemory (Flavell & Wellman,1977). These early contributions documented, and theoretically clarified, the fact that children could accurately report their knowledge about memory events as they related to a variety of tasks, circumstances, and strategies; furthermore, memory knowledge was shown to be age-related. A second phase quickly followed: The intention here was to show interconnections between memory …

The Effect Of Proximity On Landmark Use In Clark’S Nutcrackers, Kristy L. Gould-Beierle, Alan Kamil

Avian Cognition Papers

Clark’s nutcrackers, Nucifraga columbiana, store thousands of pine seeds during the autumn and retrieve them throughout the winter. It has been shown that these birds are able to use visual cues to relocate hidden food in the laboratory. In this set of experiments, we trained three groups of Clark’s nutcrackers to find a hidden food goal that was placed in the same spatial location relative to the testing room. During training, the location of two local cues in relation to the goal differed between the three groups. Group 1 learned the task with the cues closest to the goal, group …

Patterns Of Movement And Orientation During Caching And Recovery By Clark’S Nutcrackers, Nucifraga Columbiana, Alan Kamil, Russell P. Balda, Sally Good

Avian Cognition Papers

Clark’s nutcrackers regularly store large numbers of pine seeds and remember the locations of the cached seeds. Although they are very accurate, they do make some errors during recovery. In an attempt to determine whether any behaviours during caching predicted the occurrence of errors during recovery, we videotaped Clark’s nutcrackers while they cached and recovered seeds under laboratory conditions. We used the videotapes to develop complete, quantitative descriptions of caching and recovery behaviour, with an emphasis on body orientation and directions of movement. During caching, the birds showed the greatest change in their orientation and direction following cache creation. During …

How Do They, Indeed? A Reply To Biegler Et Al., Alan Kamil, Juli E. Jones

Avian Cognition Papers

We trained Clark’s nutcrackers, Nucifraga columbiana, to search halfway between two landmarks while varying the distance between the landmarks (Kamil & Jones 1997). We found that the birds learned the problem readily and generalized to novel interlandmark distances within the range of distances used during training. Unlike some other studies in which responses to proportional distance were obtained (e.g. O’Keefe & Burgess 1996; Tommasi et al. 1997), the nutcrackers showed very precise search and maintained this precision during the transfer test. The distributions of digging locations around the central position were concentrated within ±1–2 cm of the central location …

The Ecology Of Foraging Behavior: Implications For Animal Learning And Memory, Alan Kamil, Herbert L. Roitblat

Avian Cognition Papers

In his recent Annual Review of Psychology article, Snowdon (1983) discussed the synthesis of ethology and comparative psychology. A similar synthesis of behavioral ecology and animal learning is beginning to take place. This article reviews developments in the behavioral ecology and ethology of foraging behavior relevant to psychological research on animal learning. The psychological literature shows that animals possess a wide range of learning abilities, including “simple” classical and operant conditioning; they acquire spatial, nonspatial, and temporal discriminations; they exhibit various forms of rule learning (e.g. matching-to-sample and learning set), and may even in certain senses learn language. Why does …

Optimal Foraging Theory And The Psychology Of Learning, Alan Kamil

Avian Cognition Papers

The development of optimization theory has made important contributions to the study of animal behavior. But the optimization approach needs to be integrated with other methods of ethology and psychology. For example, the ability to learn is an important component of efficient foraging behavior in many species, and the psychology of animal learning could contribute substantially to testing and extending the predictions of optimal foraging theory.

Spatial Learning As An Adaptation In Hummingbirds, Susan Cole, F. Reed Hainsworth, Alan Kamil, Terre Mercier, Larry L. Wolf

Avian Cognition Papers

An ecological approach based on food distribution suggests that hummingbirds should more easily learn to visit a flower in a new location than to learn to return to a flower in a position just visited, for a food reward. Experimental results support this hypothesis as well as the general view that differences in learning within and among species represent adaptations.

Visual Detection Of Cryptic Prey By Blue Jays (Cyanocitta Cristata), Alexandra T. Pietrewicz, Alan Kamil

Avian Cognition Papers

Blue jays learned to respond differentially to the presence or absence of Catocala moths in slides. This detection of the moths by the jays was affected by the background upon which the moth was placed and its body orientation, thus providing an objective measure of crypticity. These procedures are useful for the study of visual detection of prey.

The Role Of Adventitious Reinforcement In Operant Discrimination, Alan Kamil, John W. Davenport

Avian Cognition Papers

Rats were trained in 2 S^D-S^Δ discrimination experiments in which the effects of an S^D-postponement contingency during S^Δ and temporal regularity of S^Δ duration were assessed. Experiment I showed that discrimination is markedly facilitated by the presence of an S^D-postponement contingency of either fixed or variable duration. Experiment II showed that variable-duration S^Δ periods in a noncontingent schedule can also greatly enhance formation of an operant discrimination. These effects were attributed to differences in the probability of adventitious reinforcement of S^Δ behavior by S^D events.