A photographic analysis and field check of Lincoln, Massachusetts

Thesis (M.A.)--Boston University, 1953There was a two fold purpose behind the preparation of this thesis 1) To make geographical analysis of Lincoln through the media of aerial photographs and 2) to publicize some of the uses of aerial photography in the field of geography

The development of metacognitive ability in adolescence

Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability (the relationship between task performance and confidence) develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence and plateaued going into adulthood. Our results suggest that awareness of one’s own perceptual decisions shows a prolonged developmental trajectory during adolescence

hildren's metamemory: A review of the literature and implications for the classroom

n this paper we examine the development of children's metamemory and provide practical implications of research findings for the classroom. In the first part of the paper we define and discuss the global concept of metacognition, the component processes of metacognition and the importance of each component to children's learning. We then examine the development of children's knowledge about memory and ability to monitor memory (i.e., metamemory). We focus, in particular, on seven major research themes: children's metamemory develops with age and experience, younger children are less aware than older children of the benefits of categorization on recall, younger children use different strategies than older children, children's causal attributions may affect metamemory, instructional interventions must be appropriately timed, children will show more strategy transfer when explicit instructions are provided and children overestimate their memory ability. We discuss implications of these major themes for teachers of young children