Cognitive Psychology Commons^™

Book Review: A Half-Century Of Thinking About Prejudice, David Moshman

Department of Educational Psychology: Faculty Publications

Fifty years after Gordon Allport’s classic The Nature of Prejudice (1954), what do we know about the nature of prejudice? Quite a bit, actually, much of which Allport already knew, but some of which represents genuine progress in scientific understanding. That’s the message of On the Nature of Prejudice: Fifty Years after Allport, in which forty-four authors, guided by three editors, successfully manage what Allport did alone a half-century ago: to present in one volume the state of the art in the psychological study of prejudice. The volume has been carefully conceived and structured to provide comprehensive and systematic …

Museum Visitors’ Understanding Of Evolution, Amy N. Spiegel, E. Margaret Evans, Wendy Gram, Judy Diamond

Department of Educational Psychology: Faculty Publications

In spite of overwhelming scientific evidence supporting evolution, a large percentage of the Ameri-can public does not understand or accept the fundamental principles of evolutionary theory. Museums have an important role in educating children and adults about evolution. This paper reviews recent museum visitor studies, which suggest that while visitors are interested in learning about and less likely to reject evolution than the general public, they tend to have a limited understanding of evolutionary concepts. A new conceptual framework, based on developmental research, indicates that visitors reason about evolution differently depending on the type of organism they are considering, applying …

Wonderwise 4-H: Following In The Footsteps Of Women Scientists, Amy N. Spiegel, S. Kay Rockwell, Deanna Acklie, Saundra Wever Frerichs, Kathleen French, Judy Diamond

Department of Educational Psychology: Faculty Publications

Wonderwise 4-H: Women in Science Learning Kits, recently included in the National 4-H Curriculum Collection and widely tested by 4-H leaders, have positively affected youths’ perspectives on science, scientists, and scientific work. Adult leaders who used the multimedia, inquiry-based Wonderwise 4-H kits completed a Web survey describing the impact of the kits on youth. It indicated that the kits increased youth’s interest and understanding of science, broadened their view of scientists, and opened their eyes to the possibility of science in their own futures. More information about Wonderwise 4-H and downloadable activities are available at wonderwise.unl.edu.

Wonderwise 4-H: Following In The Footsteps Of Women Scientists, A. N. Spiegel, S. K. Rockwell, D. S. Acklie, K. French, J. Diamond

Department of Educational Psychology: Faculty Publications

Wonderwise 4-H: Women in Science introduces youth to contemporary female scientists in their labs, out in the field, and with their families through nine interactive multimedia kits. Youth learn about the scientist’s occupation and participate in hands-on science activities similar to the actual work of a female scientist role model. Using role models was effective in improving youths’ attitudes about science through engaging activities and realistic videos. A web survey of 150 adult youth leaders showed Wonderwise 4-H brings “real science” into youths’ lives by (a) engaging them in actual scientific activities, (b) increasing their understanding of what science is, …

Virus And The Whale: Exploring Evolution In A Museum Collaboration, Judy Diamond, Amy Spiegel, Debra Meier, Sarah Disbrow

Department of Educational Psychology: Faculty Publications

A major new collaboration of museums in the U.S. will teach the public about current research in evolutionary biology. This project, entitled Explore Evolution, combines the strength of interactive exhibits, Web activities and outreach programs for youth to feature seven influential research projects on organisms ranging in size from the smallest, HIV to the largest, a whale. Launched in 2003 and funded by the Informal Science Education Program of the National Science Foundation (NSF), Explore Evolution is one of the most comprehensive informal education projects in the U.S. to focus on teaching about evolution research.

Conjoint Behavioral Consultation: Involving Parents And Teachers In The Treatment Of A Child With Selective Mutism, Valerie J. Gortmaker, Emily D. Warnes, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

This paper provides a case example of the effects of a behavioral intervention implemented i.n the context. of Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill & Bergan, 1996) for a five-year-old child with selective mutism. Programming common stimuli was combined with positive reinforcement and ·then implemented by a parent and teacher to improve a child's verbal interactions. Overall, the number of words spoken by the child client per day increased from 0 during baseline to a treatment mean of 7.7 words per day. An effect size of 1.60 was yielded, with 100% non-overlapping data between baseline and treatment phases. Additionally, treatment …

Designing A Mixed Methods Study In Primary Care, John W. Crewell, Michael D. Fetters, Nataliya V. Ivankova

Department of Educational Psychology: Faculty Publications

BACKGROUND Mixed methods or multimethod research holds potential for rigorous, methodologically sound investigations in primary care. The objective of this study was to use criteria from the literature to evaluate 5 mixed methods studies in primary care and to advance 3 models useful for designing such investigations.

METHODS We first identified criteria from the social and behavioral sciences to analyze mixed methods studies in primary care research. We then used the criteria to evaluate 5 mixed methods investigations published in primary care research journals.

RESULTS Of the 5 studies analyzed, 3 included a rationale for mixing based on the need …

Using Transcendental Phenomenology To Explore The “Ripple Effect” In A Leadership Mentoring Program, Tammy Moerer-Urdahl, John W. Creswell

Department of Educational Psychology: Faculty Publications

Several approaches exist for organizing and analyzing data in a phenomenological qualitative study. Transcendental phenomenology, based on principles identified by Husserl (1931) and translated into a qualitative method by Moustakas (1994), holds promise as a viable procedure for phenomenological research. However, to best understand the approach to transcendental phenomenology, the procedures need to be illustrated by a qualitative study that employs this approach. This article first discusses the procedures for organizing and analyzing data according to Moustakas (1994). Then it illustrates each step in the data analysis procedure of transcendental phenomenology using a study of reinvestment or the “ripple effect” …

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 …

Using Responsive Evaluation To Evaluate A Professional Conference, Amy N. Spiegel, Roger H. Bruning, Lisa Giddings

Department of Educational Psychology: Faculty Publications

In a statewide conference on alternative methods for assessing students’ learning, we incorporated responsive evaluation methods into the structure of the conference. The application of these interactive evaluation techniques serves as a pilot study that illustrates the possible utility of these tech-niques in evaluating conferences. This paper provides a brief review of the literature surrounding responsive evaluation, a description of the responsive evaluation methods applied to this conference, and a discussion of the results and implications of this pilot study.

Using Teacher Reflective Practice To Evaluate Professional Development In Mathematics And Science, Vicki L. Wise, Amy N. Spiegel, Roger H. Bruning

Department of Educational Psychology: Faculty Publications

Systemic reform has been a key element of the mathematics and science educational agenda for the past decade. Systemic reform proponents advocate emphasizing mathemat-ics and science from kindergarten through l2th grade; adopting new math and science ed-ucation standards; providing ongoing professional development for teachers (Frechtling, Sharp, Carey, & Vaden-Kiernan, 1995); and aligning policy, practice, and assessment pro-cedures. The National Science Foundation (NSF) has supported the development of sys-temic reform by funding statewide, urban, and rural systemic initiatives to improve K–12 mathematics and science education throughout the United States (Fitzsimmons & Kerpel-man, 1994).

Future Directions In Education And Inclusion Of Students With Disabilities: A Delphi Investigation, Joanne W. Putman, Amy N. Spiegel, Robert H. Bruininks

Department of Educational Psychology: Faculty Publications

This article reports on a survey of 37 educators regarding future directions in the education of students with disabilities. The survey used the Delphi technique. For the decade of the 1990s and after the year 2000, respondents’ predictions included the following: The movement toward increasing inclusion will occur; the belief will prevail that people with disabilities have a right to participate in inclusive environments; students with mild disabilities will be educated in general classrooms; teachers will increase their use of instructional approaches such as cooperative learning and instructional technology; and researchers will focus on matching instructional needs with learner characteristics.

The Identification Of Individuals With Disabilities In National Databases: Creating A Failure To Communicate, Kevin S. Mcgrew, Bob Algozzine, James E. Ysseldyke, Martha L. Thurlow, Amy N. Spiegel

Department of Educational Psychology: Faculty Publications

The purpose of this study was to analyze similarities and differences in how students with disabilities are identified in national databases. National data collection programs in the United States Departments of Education, Commerce, Labor, Justice, and Health and Human Services, as well as databases from the National Science Foundation, the American Council of Education, and the College Board, were examined. Nineteen national data collection programs were selected as being potentially useful in the extraction of policy-relevant information on the educational status and performance of students with disabilities. Among these 19 programs there was significant variability in the disability categories used. …

Community Adjustment Of Young Adults With Mental Retardation: Overcoming Barriers To Inclusion, Richard F. Ittenbach, Brian H. Abery, Sheryl A. Larson, Amy N. Spiegel, Robert W. Prouty

Department of Educational Psychology: Faculty Publications

Movement of persons with mental retardation out of institutions and into community settings is occurring at an ever-increasing pace (Amado, Lakin, & Menke, 1990). State and federal laws have legitimized the basic rights of persons with mental retardation to live, work, and participate in typical community settings. Yet, physical integration is not synonymous with full community inclusion. Numerous barriers remain that serve as obstacles to successful assimilation into community life. For instance, successful social integration depends on attitudinal changes of persons without mental retardation—families, friends, service-delivery professionals, and the general public—toward persons with mental retardation. The way young adults with …

Community Adjustment Of Young Adults With Mental Retardation: A Developmental Perspective, Richard F. Ittenbach, Sheryl A. Larson, Amy N. Spiegel, Brian H. Abery, Robert W. Prouty

Department of Educational Psychology: Faculty Publications

The community adjustment of young adults with mental retardation remains a crucial issue for all human service providers. No longer does adjustment imply simply the physical integration of persons with disabilities into community settings. Rather, it refers to the adjustment and integration of the whole person into community life. Whether one describes community adjustment as a process, an outcome, a philosophy, or a multidimensional concept (Bachrach, 1981), community adjustment has become synonymous with the term quality-of-life, a quality that depends in large part on one’s happiness and success in socially sanctioned, age-appropriate tasks.

An Investigation Of The Exclusion Of Students With Disabilities In National Data Collection Programs, Kevin S. Mcgrew, Martha L. Thurlow, Amy N. Spiegel

Department of Educational Psychology: Faculty Publications

This investigation examined the extent to which students with disabilities are involved in a select sample of national data collection programs that are playing a pivotal role in the measurement-driven educational reform movement. Nine data collection programs that are receiving significant attention in current educational reform initiatives were reviewed. The results suggest that approxi-mately 40% to 50% of school-age students with disabilities are excluded from some of the most prom-inent national educational data collection programs. In contrast, students with disabilities are included to a greater degree in noneducational data collection programs that do not require partici-pation in direct assessment activities. …

Confirmatory Factor Analysis Of Early Childhood Ability Measures Within A Model Of Personal Competence, Richard F. Ittenbach, Amy N. Spiegel, Kevin S. Mcgrew, Robert H. Bruininks

Department of Educational Psychology: Faculty Publications

The present study tested Greenspan’s model of personal competence with data obtained from the Early Screening Profiles, a nationally standardized preschool screening battery designed to measure the general functioning level of children 2–7 years of age. Of the five models tested (three a priori and two a posteriori), three models produced results indicative of a good fit. These findings support the use of Greenspan’s model of personal competence as a framework for understanding the nature of developing abilities in young children as well as for the improvement of classification and diag-nosis of children with special needs.

The Early Motor Profile: Correlation With The Bruininks-Oseretsky Test Of Motor Efficiency1, Amy N. Spiegel, Kathleen M. Steffens, John E. Ryders, Robert H. Bruininks

Department of Educational Psychology: Faculty Publications

A correlational study of the Bruininks-Oseretsky Test of Motor Proficiency and the Early Motor Pro-file with 109 kindergarten children showed a significant relation between these two measures of mo-tor abilities. These results support use of the latter profile as a measure of motor development in preschool age children.

Section I- The Cognitive Psychometric Connection

The Influence of Cognitive Psychology on Testing

Section I- The Cognitive Psychometric Connection