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

Individual Differences, Rereading, and Self-Explanation: Concurrent Processing and Cue Validity as Constraints on Metacomprehension Accuracy

The typical finding of metacomprehension studies is that accuracy in monitoring one’s own level of understanding is quite poor. In the present experiments, monitoring accuracy was constrained by individual differences in both reading comprehension ability and working memory capacity (WMC), but rereading particularly benefited low-ability and low-WMC readers, effectively eliminating the relationship between monitoring accuracy and these reader characteristics. In addition, introducing a self-explanation reading strategy improved the accuracy of all the readers above mere rereading. The observed interaction between individual differences and rereading is interpreted in terms of concurrent-processing constraints involved in monitoring while text is processed, whereas the more general self-explanation effect is interpreted in terms of accessibility of valid, performance-predicting cues

Randomized and Blinded Study for the Treatment of Glenohumeral Internal Rotation of Motion Restriction: The Prone-­Passive Stretching Technique

Background: Prior research has focused on specific interventions to reduce the symptoms of glenohumeral internal rotation deficit (GIRD) and posterior glenohumeral (GH) tightness; however, clinicians often utilize a prone stretching technique instead for which a lack of evidence exists to support the use of. Hypothesis: Improvements in GH Internal rotation (IR) range of motion (ROM) will be greater in a group of overhead athletes using a prone-passive stretching technique than for overhead athletes using a cross-body stretching technique. Design: Randomized and blinded comparative research study Methods: 34 asymptomatic overhead athletes exhibiting ≥ 10˚ of GH IR deficit randomly received either 12 prone-passive (n=17) or cross-body (n=17) stretching treatments for the deficit over a consecutive 28 day period. Measures of IR and externals rotations (ER) for both the dominant and non-dominant shoulders were taken with a modified digital inclinometer before and after participants underwent 12 treatments over a consecutive 28-day period in either the prone-passive or cross-body group. Results: Analysis revealed increased dominant shoulder IR ROM and total motion, whereas IR deficit decreased for both groups, but no group differences. Gain scores for the prone-passive and cross-body respectively: IR ROM (13.23˚ ± 7.78˚, 8.47˚ ± 8.71˚), IR deficit (-12.64˚ ± 11.49˚, -9.13 ± 8.33˚), and total motion (14.81˚ ± 11.27˚, 9.97˚ ± 11.99˚). Conclusion: The prone-passive stretching technique is as effective as the cross-body technique at improving IR ROM, IR deficit, and total motion in the shoulder joint in participants with IR deficit. Clinical Relevance: Accounting for IR deficits in the overhead athlete shoulder is effectively managed through both clinician-assisted and self-stretching techniques. Clinicians treating overhead athletes with greater limitations in IR ROM may find the prone-passive technique advantageous when compared to the cross-body technique

Concept Mapping Improves Metacomprehension Accuracy Among 7\u3csup\u3eth\u3c/sup\u3e Graders

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group—a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse performance. Although constructing concept maps did not produce the same high level of accurate monitoring previously reported in the literature, it still reduced the illusion of knowing. Models of self-regulated learnin

Advanced parametrical modelling of 24 GHz radar sensor IC packaging components

This paper deals with the development of an advanced parametrical modelling concept for packaging components of a 24 GHz radar sensor IC used in automotive driver assistance systems. For fast and efficient design of packages for system-in-package modules (SiP), a simplified model for the description of parasitic electromagnetic effects within the package is desirable, as 3-D field computation becomes inefficient due to the high density of conductive elements of the various signal paths in the package. By using lumped element models for the characterization of the conductive components, a fast indication of the design's signal-quality can be gained, but so far does not offer enough flexibility to cover the whole range of geometric arrangements of signal paths in a contemporary package. This work pursues to meet the challenge of developing a flexible and fast package modelling concept by defining <i>parametric</i> lumped-element models for all basic signal path components, e.g. bond wires, vias, strip lines, bumps and balls

Elementary School Experience with Comprehension Testing May Influence Metacomprehension Accuracy Among Seventh and Eighth Graders

We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7th and 8th graders. This research was conducted in a kindergarten through eighth grade charter school with an expeditionary learning curriculum. In literacy instruction, teachers emphasize reading for meaning and inference building, and they regularly assess deep comprehension with summarization, discussion, dialogic reasoning and prediction activities throughout the elementary years. The school recently expanded, doubling enrollments in 7th and 8th grades. Thus, approximately half of the students had long-term exposure to the curriculum and the other half did not. In Study 1, metacomprehension accuracy using the standard relative accuracy paradigm was significantly better for long-time students than for newcomers. In Study 2, all students engaged in delayed-keyword generation before judging their comprehension of texts. Metacomprehension accuracy was again significantly better for long-time students than for newcomers. Further, the superior monitoring accuracy led to more effective regulation of study, as seen in better decisions about which texts to restudy, that led, in turn, better comprehension. The results suggest the importance of early exposure to comprehension tests for developing skills in comprehension monitoring and self-regulated learning

Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use

Two studies attempt to determine the causes of poor metacomprehension accuracy, and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers use as a basis for their metacomprehension judgments in the context of a delayed summarization paradigm. Improvement was seen in all readers, but at-risk readers did not reach the same level of metacomprehension accuracy as a sample of typical college readers. Further, while few readers reported using comprehension-related cues, more at-risk readers reported using surface-related cues as the basis for their judgments. To support the use of more predictive cues among the at-risk readers, a second study employed a concept map intervention, which was intended to make situation model-level representations more salient. Concept mapping improved both the comprehension and metacomprehension accuracy of at-risk readers. The results suggest that poor metacomprehension accuracy can result from a failure to use appropriate cues for monitoring judgments, and that especially less-able readers need interventions that direct them to predictive cues for comprehension

Exploring Metacognitive Accuracy in Visual Search

For decades, researchers have examined visual search. Much of this work has focused on the factors (e.g., movement, set size, luminance, distractor features and proximity) that influence search speed. However, no research has explored whether people are aware of the influence of these factors. For instance, increases in set size will typically slow down target detection; yet no research has measured participants’ metacognitive awareness of this phenomenon. The present research explores this area by integrating a visual search task with a metacognitive monitoring paradigm. All of the explored factors influenced search latency. However, all of the factors except target presence influenced ratings. Saliency and suppression are discussed as two possible explanations for the results. Future directions for extending the theory and the practical benefits of this research are also outlined

The Effects of Professional Development on Elementary Students’ Mathematics Achievement

This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking – on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period