Metamemory

Metamemory refers to people’s beliefs about their memory and to how people monitor and control their learning and retrieval. In this chapter, we describe monitoring and control processes involved in learning and retrieval, how these processes have been measured, and key outcomes relevant to human metamemory. Based on these outcomes, general conclusions include the following: (a) people’s judgments of their memory are based on a variety of cues; hence (b) judgment accuracy arises from the diagnosticity of the cues, so that above-chance accuracy of any metamemory judgment only arises when the available cues are predictive (or diagnostic) of criterion performance; and finally, (c) people use their memory judgments to guide their study and retrieval. Thus, people’s memory monitoring plays a pivotal role in the effectiveness of their self-regulated learning and retrieval, so a major aim of metamemory research is to discover techniques that yield high levels of judgment accuracy and optimal regulation

Укрепление студенческого арсенала:стратегии изучения для улучшения результатов обучения

В статье рассмотрены эффективные стратегии изучения (именно изучения, а не обучения, т. к. последнее предполагает внешнее воздействие на обучающегося, а методики в статье нацелены на самостоятельный образовательный процесс), которые могут быть использованы на всех ступенях общего и профессионального образования. Овладение эффективными методиками самообучения является главным условием реализации концепции Lifelong Learning (Образование в течении всей жизни, 1971), которая в свою очередь, является важнейшей составляющей Болонского процесса

Understanding the Delayed-Keyword Effect on Metacomprehension Accuracy

The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing), but only when these tasks are performed at a delay rather than immediately after reading (Thiede & Anderson, 2003; Thiede, Anderson & Therriault, 2003). The delayed and immediate conditions in these past studies confounded the delay between reading and generation tasks with other task lags, such as the lag between multiple generation tasks and the lag between generation tasks and judgments. The first two experiments disentangle these confounded manipulations and provide clear evidence that the delay between reading and keyword generation is the only lag critical to improving metacomprehension accuracy. The third and fourth experiments show that not all delayed tasks will produce improvements and suggest that delayed generative tasks provide diagnostic cues about comprehension that are necessary for improving metacomprehension accuracy

Does retrieval fluency contribute to the underconfidence-withpractice effect

Judgments of learning (JOLs) made during multiple study-test trials underestimate increases in recall performance across those trials, an effect that has been dubbed the underconfidence-with-practice (UWP) effect. In 3 experiments, the authors examined the contribution of retrieval fluency to the UWP effect for immediate and delayed JOLs. The UWP effect was demonstrated with reliable underconfidence on Trial 2 occurring for both kinds of JOL. However, in contrast to a retrieval-fluency hypothesis, fine-grained analyses indicated that the reliance of JOLs on retrieval fluency contributed minimally to the UWP effect. Our discussion focuses on the status of the retrieval-fluency hypothesis for the UWP effect

Некоторые робастные решения в условиях риска и неопределенности

Обсуждаются проблемы построения робастных решений в условиях риска и неопределенности. Рассматриваются две модели распределения средств для минимизации потенциальных рисков. Проблемы поиска их робастных решений сведены к соответствующим задачам линейного программирования.Обговорюються проблеми побудови робастних рішень в умовах ризику та невизначеності. Розглядаються дві моделі розподілу коштів для мінімізації потенційних ризиків. Проблеми пошуку їх робастних рішень зведено до відповідних задач лінійного програмування.Problems of constructing robust decisions in conditions of risk and uncertainty are discussed. Two fund distribution models for minimization of potential risks are considered. Problems of searching their robust decisions are reduced to appropriate linear programming problems

Strategy-adaptation memory training: predictors of older adults' training gains

AbstractOver the past decades, memory training interventions have been developed in an attempt to stabilize or enhance memory functioning in aging. Only recently has attention been paid to individual differences in training gains and consequently to predictors of such gains. The aim of the present study was to identify which specific cognitive mechanisms/processes or components of the intervention were responsible for the desired change and which individuals were more responsive to memory strategic training. Eighty-one older adults (aged 55 to 82) were involved in a four-session strategy-adaptation training based on a learner-oriented approach that has previously been found to be effective in improving memory performance in practiced and untrained tasks. Results showed that baseline performance in memory tasks predicted the gains in the practiced task. Baseline performance in memory tasks and other cognitive variables, such as working memory, processing speed, and verbal knowledge predicted transfer effects. Interestingly, we found that the magnitude of training gain on the associative memory practiced task predicted the gains in the transfer tasks, suggesting those who best implemented the targeted strategies during training realized greater transfer to other tasks. Our study shows that older adults with larger cognitive resources will benefit more from interventions focused on the generalization via active processes

Gestión del tiempo en alumnado universitario con diferentes niveles de rendimiento académico

Resumen En este trabajo se estudia la relación entre gestión del tiempo y rendimiento académico en el alumnado universitario. La hipótesis de partida es que los estudiantes con alto nivel de habilidades en gestión del tiempo obtienen mejores resultados de aprendizaje. Se ha utilizado una muestra de 494 estudiantes universitarios de primer año, en dos universidades colombianas. A esta muestra se administró una adaptación al español del Time Management Behavior Questionnaire (TMBQ), y se recogieron datos sobre las calificaciones académicas en su primer año en la universidad. De manera complementaria, se han celebrado cuatro grupos focales con alumnado de bajo y alto nivel de rendimiento, accediendo a sus experiencias, opiniones y valoraciones en relación con la gestión del tiempo. Los resultados obtenidos indican la existencia de una cierta relación positiva entre las dos variables analizadas, en línea con los hallazgos de estudios previos. Al comparar la gestión del tiempo entre subgrupos de estudiantes que alcanzan las mejores y peores calificaciones, se observan diferencias a favor de los primeros, particularmente en la sub-escala relativa a sus percepciones sobre el control del tiempo. Los discursos de grupo reflejan también mejores conductas autorregulatorias en el manejo del tiempo por parte del alumnado de alto nivel de rendimiento. De acuerdo con estos resultados, se hacen recomendaciones sobre el entrenamiento del alumnado universitario de primer año en estrategias para la gestión del tiempo