The internet has served as the virtual world since the beginning of the digital era, and it has provided consumers the valuable source of information and become a fundamental basis of e-commerce by passing the limit of time and distance of offline stores. It is hard to imagine our life without the internet. Because consumers store and access their private and financial information on the internet, information security is even more important than ever. Although many studies demonstrate the importance of information security to consumers, researchers have paid little attention to consumers\' inference processing underlying their perceptions of information security. We investigate how consumers infer and evaluate online information security based on consumer inference making process and metacognitive experience. We argue that consumers\' perceived security could be enhanced by simply increasing complexity, even if that increased complexity is meaningless. It is because consumers have a belief that security is achieved by sacrificing convenience or increasing complexity. We demonstrated that consumers evaluated a website more secure when asked to enter redundant information in Chapter 1. Chapter 2 suggested that disfluency and difficulty of retrieval could increase perceived security because metacognitive experience makes consumers misattribute their feeling of difficulty to technical difficulty. We found that the positive effect of disfluency was held when a product was not security-related. In Chapter 3, we focused on how to improve the accuracy of security judgments. We found that perceived security enhanced by meaningless complexity would be adjusted by asking specific dimensions of security (Confidentiality, Integrity, and Availability), and the positive impact of a disfluency effect could be debiased by providing participants the true source of their subjective difficulty. Furthermore, we demonstrated that consumers\' interpretation about accessibility experience varied depending on what kind of naïve theory was activated. Through a series of experiments, we demonstrated our arguments were valid and these results provided useful insights and implications about consumers\' inference processing and perception of information security. / Ph. D.

ABSTRACTThis study is an investigation of Japanese university students’ use of metacognitive knowledge for reading an English narrative text for general comprehension and their inference generation while reading. Research in second language (L2) reading and reading comprehension has advanced over the past three and half decades (Grabe & Stoller, 2020). Many studies focusing on L2 reading comprehension have shed light on the strong correlation of linguistic knowledge such as vocabulary and syntax with reading comprehension (e.g., Jeon & Yamashita, 2014). In addition, the literature on L2 reading has shown a strong interest in the role of higher-order processing and metacognition. However, there is a paucity of research on higher-order processing and metacognitive knowledge in L2 reading in English as a Foreign Language (EFL) contexts. With these gaps in mind, this study draws on Flavell’s (1979) model of cognitive monitoring and Nelson and Narens’ (1990) model of metacognition. It also draws on Kintsch’s (1988) Construction-Integration (CI) Model that elaborately describes the process of reading comprehension. Ten intermediate- and advanced-proficiency Japanese EFL learners voluntarily participated in this multiple case study, read a narrative text for general comprehension, and reported on their reading. The data collected from the participants’ course assignments, class oral presentation, class discussion, semi-structured interviews, and the think aloud and stimulated recall protocols were transcribed and coded for analysis. The transcribed data together with the written data were analyzed thematically clustering the data into categories manually using Flavell’s (1979) framework of metacognitive knowledge, person, task, and strategy, and by the types of inferences made. This study provides a descriptive account of the participants and contributes to the literature on EFL learners’ strategy use, metacognition, and inference-making in L2 reading. The findings reveal that intermediate- and advanced-proficiency Japanese EFL learners used strategies in combination to solve the difficulties they encountered, and metacognitive strategies to monitor and evaluate their strategy use while reading. Accordingly, this study supports the conclusion that metacognitive strategies are essential to self-regulated reading to achieve comprehension. In addition, the participants’ positive beliefs about themselves as EFL learners appeared to positively contribute to their motivation to read. In particular, their beliefs about good L2 readers helped them set goals with regards to the areas that they problematized. For example, the participants aspired to read faster because they recognized that their present L2 reading speed was slow. The findings also provide a detailed account of how readers constructed situation models for their reader comprehension. In particular, re-reading helped enhance participants’ ability to draw inferences, identify causal relationships, remove irrelevant or contradictory elements, and integrate relevant background knowledge to the textbase in the interest of updating their situation models. The rich description of the multiple cases in this study contributes to our understanding of difficulties intermediate- and advanced-proficiency Japanese EFL learners encounter while reading, how they use strategies to address them, how they draw inferences to connect information, and how they evaluate their comprehension on an ongoing basis. / Teaching & Learning

The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical understanding of elementary multiplicative inverses. As part of an embedded mixed-methods design, I analyzed curriculum materials, classroom instruction, and student assessments from four elementary mathematics teachers’ classrooms. A situation model perspective of comprehension was used for analysis. The aim of this study was thus to determine how instructional tasks, representations, and deep questions are used for connection-making, which is the foundation of a situation model that can be used for inference-making. Results suggest that student comprehension depends more on connection-making opportunities afforded by classroom teachers, rather than on learning opportunities found solely within a curriculum. This included instruction that focused on deeply unpacking side-by-side comparison type examples, situated examples in personal concrete contexts, used semi-concrete representations to illustrate structural relationships, promoted efficiency through the sequence of presented representations, and posed deep questions which supported students’ sense-making and emphasized the interconnectedness of mathematics. By analyzing these key aspects, this study contributes to research on mathematical understanding and provides a foundation for helping students facilitate transfer of prior knowledge into novel mathematical situation. / Math & Science Education

Reading ability at the Swedish upper secondary school is decreasing for second language learners and the number of students reading literary texts is also declining. Our aim with this paper is to examine if reading fiction in an English as a Second language classroom at an upper secondary level can enhance students’ reading comprehension using in-depth strategies. This paper presents findings from several studies on fiction, in-depth strategies, and reading comprehension in upper secondary education. We have used research regarding learning English as a Second language (ESL), English as a Foreign Language (EFL), and English as a Native Language (ENL). In terms of fiction, we have chosen to examine textual fiction, novels, short stories, poems, and graphic novels. Furthermore, we will investigate whether graphic novels are better tools for enhancing reading comprehension. Our results show that using in-depth strategies and textual fiction in an upper secondary context enhances students’ reading comprehension. We also found that graphic novels enhance reading comprehension and are thus a viable tool for reading comprehension in the classroom context. However, we did not find sufficient evidence supporting the claim that graphic novels are a more effective tool than textual fiction overall.