Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 times correct), 2. judgment of learning (JOL) timing (given immediately after learning session or 24 hours later), 3. retention interval between study and test (2 or 6 weeks), and 4. type of material studied (sentences, in or out of context). The dependent variables were: 1. judgement of learning (JOL), 2. confidence rating, 3. feeling of knowing (FOK), 4. recall, and 5. recognition.. As ancillary analyses, the study explored, firstly, whether gender differences had an effect on meta-level and object-level memory, and secondly, whether students who recalled more also made more accurate metamemory judgements. The effects of the independent variables on recall and recognition were consistent with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to take into account the effect of the interval between learning and testing. Students who made immediate JOLs did not allow for the effect of the time interval on retention. A further new finding was that gender appeared to have had an influence on JOLs. The findings about the effects of timing of JOLs and of gender effects on JOL have implications for metacognitive theory and will stimulate further research. The practical significance of this research, particularly the implications for study skills training for all students, was that educators cannot presume that students will correctly predict what they will recall after six weeks if they make that judgement immediately after learning has occurred. Therefore, the effects of the passage of time on memory, and the efficacy of delaying judgments, should be made explicit. The finding that the manipulation of JOL timing has a significant effect on the accuracy of judgements has implications in the wider area of educational policymaking and for the current debate on competencies and quality assurance. Learning cannot be considered a simple process and when a large component of learning is selfdirected, as it is in tertiary institutions and increasingly in schools, many variables are operating.

We investigated whether a child with Asperger?s Syndrome would demonstrate deficits in awareness of cognitive processing similar to those demonstrated for awareness of social interactions. The cognitive processes examined were memory and metamemory, or knowing about knowing. With regard to procedural metamemory, the child was unable to accurately predict his own memory, particularly which items he would not be able to recall. Declarative metamemory also was impaired. Tasks requiring imitation of the researcher or that were largely nonverbal resulted in particularly poor performance. The findings indicate that the child?s social deficits related to Asperger?s Syndrome extended to the cognitive domain. Overall, a deficit in cognitive awareness was observed.

Cette thèse porte sur les relations entre mémoire et conscience du trouble dans la maladie d'Alzheimer. La maladie d'Alzheimer touche 5% de la population âgée de plus de 65 ans. Dans les faits, 880 000 personnes sont concernées en France en 2011 parmi lesquelles 30 000 sont âgées de moins de 35 ans. A l’heure actuelle, de nombreux progrès ont été faits permettant de mieux comprendre les déficits mnésiques chez ces patients et leur évolution au cours de la maladie. Toutefois, très peu de recherches ont évalué l’influence de ces troubles de mémoire sur la conscience du trouble et/ou de la maladie. L'axe principal de cette thèse sera donc d'évaluer comment les troubles de mémoire dans la maladie d'Alzheimer influencent la conscience du trouble. / Alzheimer's disease is characterized by memory deficits. However, only a few studies have explored how patients judge their memory difficulties. The main aim of this thesis is to determine in more details whether or not Alzheimer’s patients have impaired metamnesic abilities (knowledge about own memory). Indeed, previous studies showed a complex pattern of results and suggested a fractionation of metamemory in Alzheimer’s disease (Souchay, 2007). Therefore, the main aim of this thesis is to explore this fractionation in more details and to explore whether it can be observed (1) between long-term memory tasks and short-term memory tasks, (2) according to the type of response (judgment of learning or judgment of forgetting, or (3) with implicit measures).To study the fractionation hypothesis, 7 studies have been carried out comparing younger adults, older adults and patients with amnesic Mild Cognitive Impairment or Alzheimer's disease. Results first contradicted the existence of fractionation of metamemory, Alzheimer’s patients were as accurate as predicted their performance on short-term memory tasks than on long-term memory (yet failed). Furthermore, this work showed that implicit metamemory judgments are preserved in Alzheimer's disease (Mograbi and Morris, 2013) on both episodic and semantic memory tasks, contrary of the observation on explicit measures in literature (Souchay, 2000). Finally, patients were more inaccurate than elderly when asked to predict their remembering and their forgetting on both episodic and semantic memory tasks. In conclusion, results contradict the existence of a fractionation of metamemory in Alzheimer's disease. This finding will contribute to inform metamemory (Flavell, 1979 ; Nelson et Narens, 1990) and ansognosia models (Cognitive Awareness Model : Agnew et Morris,1998 ; Hannedotir et Morris, 2007 ; Morris et Hannesdotir, 2004 ; Morris et Mograbi, 2013).

Because maximizing the learning of new material is a relevant concern for most individuals, understanding the specific processes involved could be beneficial for people of all ages. Both encoding and monitoring occur during the learning acquisition phase, yet monitoring accuracy and subsequent neural activation have been relatively ignored in the literature. The current research adapts a common metacognitive paradigm using Judgments of Learning (JOLs) to explore the neural differences in monitoring between younger (18-25) and older (65+) adults. Participants were asked to remember natural scenes and predict encoding success by providing a JOL response for each item. Participants were told to respond “will remember” if they believed they would remember that item on a later recognition memory test or “will forget” if they thought they would forget that item on a later recognition memory test. Actual memory performance was compared to predicted memory performance to provide a measure of monitoring accuracy. Individuals reported a JOL response for 150 intact (Easy) and 150 scrambled (Difficult) scenes while in a 3.0T fMRI scanner. Despite minimal differences in behavioral performance, there were several age-related neuroimaging findings of note. When compared to younger adults, older adults had decreases in medial temporal lobe (MTL) activation, as well as contralateral recruitment of the anterior cingulate. Most importantly, the present study also disambiguated structures related to encoding success (the right parahippocampus) and monitoring accuracy (the anterior cingulate). A novel account of neural structures that mediate monitoring is provided both across items varying in difficulty (Easy and Difficult) and across different age groups (Young and Old). Encoding and monitoring are important for learning acquisition and the present research provides the first account that successfully disambiguates the two processes. Results are discussed in reference to their educational implications on resource allocation during the learning of new material.

Visual memory holds in mind details of objects, textures, faces, and scenes. After initial exposure to an image, however, visual memories rapidly degrade because they are transferred from iconic memory, a high-capacity sensory buffer, to working memory, a low-capacity maintenance system. How does visual memory maintenance work? This dissertation builds the argument that the maintenance of short-term visual memories is analogous to the act of breathing: it is a dynamic process with a default behavior that explains much of its usual workings, but which can be observed, overridden, and controlled. Chapter 1 shows how the act of trying to remember more information causes people to forget faster and to remember less ("load-dependent forgetting" and "overreaching"). It then shows how the paradigm of evolution can be applied to the problem of maintenance, with memories competing over a limited memory-supporting commodity, explaining these effects. Chapter 2 presents experiments on metamemory, the ability of people to observe and make decisions about their own memories. The experiments isolate a component of metamemory that monitors a memory's quality as it degrades over time. Chapter 3 connects memory to metamemory, drawing on work from reinforcement learning and decision theory to liken the problem of memory maintenance to that of an agent who sequentially decides what to prioritize in a partially observable mind. / Psychology

Metamemory is defined as the knowledge about one's memory capabilities and about strategies that can aid memory (Shimamura, 1994). One particularly intriguing type of metamemory judgment is a tip-of-the-tongue experience, which refers to a strong feeling that a target word, though presently not recalled, is known and on the verge of being produced. Older adults report more TOT experiences than young adults. However, there is great variability among older adults in performance on memory and executive function tasks, and it is unknown whether subsets of older adults experience more TOT states. Additionally, the neural correlates of successful retrieval, TOTs, and unsuccessful retrieval in aging have not been studied. In the studies reported here, the relationship between frontal and medial temporal neuropsychological factor scores (see Glisky et al., 1995) and performance on metamemory tasks was examined. Importantly, this was the first study to examine the neural correlates of tip-of-the-tongue experiences in older adults. In an event-related fMRI design, participants viewed famous and novel faces and were asked to respond regarding successful retrieval, unsuccessful retrieval, or tip-of-the-tongue experiences. Results show that, as a group, older adults had activation in the medial prefrontal cortex and anterior cingulate during tip-of-the-tongue states, consistent with similar studies in young adults (Maril et al., 2001; Pannu et al., 2004, Schnyer et al., 2005). Additionally, activations in lateral prefrontal cortex and medial temporal areas during the task varied systematically with frontal and temporal lobe factor scores. These results provide evidence for differences in neural activation between groups of healthy older adults characterized on the basis of neuropsychological performance, and shed light on the neural underpinnings of the tip-of-the-tongue states in aging.

This study examined factors related to word list performance predictions made by younger and older adults. A performance prediction is an estimate made prior to being exposed to the material that is studied for a specific task. The current study examined the age differences in a sample of 59 older adults (M = 76.83 years old, SD = 8.28) and 51 younger adults (M = 21.19 years old, SD = 3.22) on performance predictions for both an immediate and delayed word recall task. Memory self-efficacy and other self-rating measures were not found to influence immediate or delayed predictions. A repeated measures ANOVA revealed that older adults improved in absolute accuracy from immediate to delayed prediction whereas younger adults became less accurate. The results suggest that all metamemory skills do not deteriorate with age, as the older adults were capable of monitoring their memory accurately based on previous performance.

The main purpose of this dissertation project was to assess the behavioral and neural correlates of Episodic Memory as a function of the APOE genotype in a healthy young adult sample. To accomplish this, 98 subjects completed behavioral tasks assessing visual memory, working memory, episodic memory, and attention. Subjects also completed questionnaires evaluating IQ, years of education, drug use, personality, and emotional traits. These subjects were also genotyped for the APOE gene, resulting in 29 APOE-ε4 carriers (subjects who had at least one ε4 allele) and 69 Non APOE-ε4 carriers (having no ε4 alleles). No differences were found between genotypic groups on any demographic characteristics, behavioral measures, or personality traits. From this larger pool of 98 subjects, a subset of 22 subjects (10 APOE-ε4, 12 Non APOE-ε4) completed additional behavioral tasks while undergoing functional magnetic resonance imaging. While being scanned, subjects were asked to learn word pairs during an encoding phase, make metamemory evaluations on their ability to later remember each word pair during a judgment of learning (JOL) task, and try to discriminate between original and recombined word pairs during a final recognition phase. Interspersed between these tasks was a rest task meant to elicit activity within the Default Network. No differences in memory or metamemory performance were found on the behavioral tasks administered during imaging based on genotype. In contrast, marked differences in brain activation were found between APOE-ε4 carriers and Non APOE-ε4 carriers across the various imaging tasks. During encoding, APOE-ε4 carriers were found to have greater activation than Non APOE-ε4 carriers in the dorsal anterior portion of the left superior temporal gyrus, cingulate gyrus, and anterior middle frontal gyrus. This same pattern - greater APOE-ε4 carrier activation as compared to Non APOE-ε4 carriers - was present in the parahippocampal gyrus and posterior middle temporal gyrus during the judgment of learning metamemory task. During the recognition task, greater activation was found for Non APOE-ε4 carriers versus APOE-ε4 carriers in the left parahippocampal gyrus, SPL, and right anterior superior frontal gyrus. During the rest task, greater activation was seen in APOE-ε4 carriers versus Non APOE-ε4 carriers in the left inferior frontal gyrus, whereas the converse comparison resulted in medial anterior cingulate activation. The lack of behavioral differences suggests that in a healthy young adult sample, as was used in the present study, there are not yet detectable behavioral differences as a function of APOE genotype. The greater neural activity seen in APOE-ε4 carriers during the encoding and judgment of learning tasks is likely to reflect neural compensation: young adult APOE-ε4 carriers compensate for declines in cognitive efficiency with greater neural activity such that this greater neural activity improves behavioral performance, particularly in memory domains (Buckner, Andrews-Hanna, & Schacter, 2008; Han & Bondi, 2008; Levy et al., 2004; Trivedi et al., 2008). The relatively lower levels of activation in APOE-ε4 carriers during the recognition task may reflect stronger memory traces for studied items as a result of greater frontal and medial temporal lobe activity during the encoding and judgment of learning tasks in the APOE-ε4 carriers (Kirwan, Wixted, & Squire, 2008; Mondadoori et al., 2007; Squire, Wixted, & Clark, 2007). In the present sample, a lack of behavioral differences accompanied by neural disparity may signal the precursors of Alzheimer's disease, highlighting the progressive deteriorating influence of the APOE-ε4 allele. The aberrant pattern of default network activity seen in APOE-ε4 carriers underlies this influence as this genotype is proposed to preferentially contribute to the causes of Alzheimer's disease in areas common to the Default Network and Episodic Memory (Buckner et al., 2008). The present results strengthen previous findings illustrating a connection between the brain activity underlying memory processes, the default network, and the APOE genotype.

Made available in DSpace on 2015-07-22T20:49:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-01-27. Added 1 bitstream(s) on 2015-08-11T03:25:32Z : No. of bitstreams: 1 Publico-00397.pdf: 509322 bytes, checksum: 8765f9f67f3ef7c3f01f454555979a6a (MD5) / O Questionário de Memória Prospectiva e Retrospectiva (QMPR) foi construído para avaliar memória subjetiva e para ter confiabilidade aceitável e validade fatorial, preditiva e concorrente. Entretanto, o QMPR nunca foi administrado numa amostra probabilística representativa da população em todas as idades na fase adulta, nem existem estudos precedentes controlados para os fatores que são conhecidos por influenciar a metamemória, tal como o status afetivo. Neste estudo, o QMPR foi aplicado em três estágios probabilísticos numa amostra representativa da população de São Paulo, Brasil, de acordo com o sexo, a idade (20-80 anos), e o status econômico (n=1042). Em seguida, com a exclusão dos indivíduos que tiveram as condições que prejudicam a memória (depressão, ansiedade, uso de psicotrópicos, e/ou teve desordens neurológicas/psiquiátricas), permaneceram 664 indivíduos em que: a) aplicaram-se análises fatoriais confirmatórias para testar modelos competidores da estrutura latente do QMPR; b) estudaram-se efeitos de sexo, da idade, da educação e do status econômico nas queixas de memória prospectiva e retrospectiva. O modelo com o melhor ajuste teve a mesma estrutura tripartida (um fator geral da memória e dois fatores ortogonais da memória prospectiva e retrospectiva) . As mulheres queixaram-se mais dos lapsos gerais da memória, em especial aquelas nos primeiros 5 anos após a menopausa, e houve mais queixas de memória prospectiva do que retrospectiva, exceto em participantes com renda familiar mais baixa. / The Prospective and Retrospective Memory Questionnaire (PRMQ) has been shown to assess subjective memory and to have acceptable reliability and factorial, predictive and concurrent validity. However, the PRMQ has never been administered to a probability sample survey representative of all ages in adulthood, nor have previous studies controlled for factors that are known to influence metamemory, such as affective status. This study, the PRMQ was applied in a survey adopting a probabilistic three-stage cluster sample representative of the population of São Paulo, Brazil, according to sex, age (20- 80 years), and economic status (n=1042). After excluding subjects who had conditions that impair memory (depression, anxiety, used psychotropics, and/or had neurological/psychiatric disorders), in the remaining 664 individuals: a) applied confirmatory factor analyses to test competing models of the latent structure of the PRMQ; b) studied effects of sex, age, schooling and economic status on prospective and retrospective memory complaints. The model with the best fit had the same tripartite structure (general memory factor and two orthogonal prospective and retrospective memory factors). Women complained more of general memory slips, especially those in the first 5 years after menopause, and there were more complaints of prospective than retrospective memory, except in participants with lower family income. / TEDE

When people predict recognition performance, they wrongly predict that high frequency words will produce better recognition than low frequency words. To examine whether familiarity was the heuristic behind these inaccurate predictions, participants saw some words prior to study to increase their familiarity. We found that familiarity influences predictions, but word frequency has the greater influence. Research has shown that these inaccurate predictions can be corrected with test experience. Subsequent predictions are more accurate, but it is unclear whether participants learn that low frequency words are always better for memory or that participants had learned that low frequency words are only better for recognition and high frequency words are better for recall. We resolved this issue by giving a forced-choice recognition test after the single-item recognition test to determine what participants learned after the first test, and we found that participants learned that low frequency words facilitate recognition but not recall.