Calibrated Judgments of Learning (CJOL) represent the degree to which students' judgments of learning (JOL) relate to their actual learning. Although a substantial amount of research has been conducted on calibration and JOL in various domains of psychology, only a growing number of studies have begun to address the use of CJOL in applied educational settings. This study investigated the use of CJOL in university developmental math courses. Study participants included 185 men and 100 women with ages ranging from 18 to 61 years (M = 23.48, SD = 5.95). Study results indicate that these developmental math students were fairly accurate in their perceptions of their math performance. When inaccurate, students most commonly under estimated their performance. Students' accuracy was also greatly influenced by the difficulty of math questions on the tests. High performing students were consistently more accurate than lower performing students. Over the course of the study, students received feedback on their accuracy in an attempt to facilitate improved accuracy. Results indicated that students' accuracy decreased with time; likely this was due to the increase in the difficulty of math questions on each test.

Este trabalho objetivou verificar a relação entre a compreensão da leitura e alguns dos processos envolvidos no ato de ler, tais como: a competência de leitura, a fluência verbal, o uso de estratégias metacompreensivas e o monitoramento metacognitivo, assim como, uma entrevista clínica. Com um de método misto, os resultados das avaliações foram analisados de forma quantitativa e qualitativa. A amostra foi composta por 38 alunos com idades entre 10 e 12 anos, matriculados no 6º ano do ensino fundamental de uma escola particular da região metropolitana de Porto Alegre. Os participantes foram divididos em dois grupos, adotando-se como critério de divisão a média do desempenho na compreensão leitora avaliada pelo teste de Cloze. Neste critério de divisão verificou-se que estes dois grupos, quantitativamente, foram homogêneos nos seus desempenhos. No entanto, qualitativamente, evidenciaram-se as particularidades de cada grupo. Assim, encontraram-se alunos competentes na leitura de palavras e com baixa compreensão leitora, sendo que os erros mais frequentes desses alunos, com baixa competência na leitura de palavras, se concentrou nas palavras pseudohomófonas. Na análise da relação entre a compreensão leitora e a fluência verbal evidenciou-se a presença de uma dupla dissociação, ou seja, alunos com alta fluência verbal e baixa compreensão leitora e alunos com baixa fluência verbal e alta compreensão leitora. Na relação entre o uso das estratégias metacompreensivas de leitura e a compreensão leitora, encontrou-se a ocorrência de quatro subgrupos. Estes subgrupos estavam formaram-se por alunos com alta compreensão na leitura e alto relato de uso de estratégias metacompreensivas; alunos com alta compreensão na leitura e baixo relato do uso de estratégias metacompreensivas; alunos com baixa compreensão da leitura e alto relato de uso de estratégias metacompreensivas e alunos com baixa compreensão da leitura e baixo relato do uso de estratégias metacompreensivas. Com relação ao uso das estratégias, as mais utilizadas, de acordo com o autorrelato, foram as de solução de problemas e as mais frequentes concentraram-se no momento durante a leitura. Os dados do julgamento metacognitivo mostraram-se mais precisos na pós-dição do que na predição. Na entrevista clínica, evidenciou-se que fatores como diferentes habilidades e características pessoais tiveram influência sobre o desempenho dos alunos. Portanto, os resultados evidenciam que o ato de ler envolve vários processos cognitivos, o que implica que muitos fatores podem interferir no desenvolvimento desta habilidade o que mostra a complexidade do processo ensino-aprendizagem. / This work aimed to verify the relationship between reading comprehension and some of the processes involved in the act of reading, such as reading competence, verbal fluency, use of reading comprehension strategies and metacognitive monitoring, as well as a clinical interview. With a mixed method, the evaluation results were analyzed quantitatively and qualitatively. The sample was composed of 38 students aged between 10 and 12 years enrolled in the 6th grade of elementary education at a private school in the metropolitan area of Porto Alegre. The participants were divided into two groups, adopting as criterion for dividing the average performance in reading comprehension measured by Cloze test. In this criterion verified that these two groups, quantitatively, were homogeneous in their performances. However, qualitatively, was possible to find the specificities. Thus, were found students competent in word reading and poor in reading comprehension and the most common errors of students with low competence in word reading focused on the pseudo words homophones. The analysis of reading comprehension and verbal fluency revealed the presence of a double dissociation, that is, students with high reading comprehension and low verbal fluency and students with low verbal fluency and high reading comprehension. Regarding to the use of reading metacomprehension strategies, we found the occurrence of four subgroups of students with high reading comprehension and higher reported use of metacomprehensives strategies; students with high reading comprehension and low reported use of metacomprehension strategies; students with low reading comprehension and higher reported use of metacomprehension strategies and students with low reading comprehension and low reported use of metacomprehension strategies. However, the strategies most commonly used, in accordance with the self-reported, were problem solving frequently focused upon while reading. The results of metacognitive judgments were more accurate in posdiction than in prediction. In the clinical interview, it became clear that different factors such as skills and personal characteristics influenced the performance of students. Therefore, the results suggest that the act of reading involves several cognitive processes, which implies that many can affect the development of this skill which shows the complexity of the teaching-learning process.

Este trabalho objetivou verificar a relação entre a compreensão da leitura e alguns dos processos envolvidos no ato de ler, tais como: a competência de leitura, a fluência verbal, o uso de estratégias metacompreensivas e o monitoramento metacognitivo, assim como, uma entrevista clínica. Com um de método misto, os resultados das avaliações foram analisados de forma quantitativa e qualitativa. A amostra foi composta por 38 alunos com idades entre 10 e 12 anos, matriculados no 6º ano do ensino fundamental de uma escola particular da região metropolitana de Porto Alegre. Os participantes foram divididos em dois grupos, adotando-se como critério de divisão a média do desempenho na compreensão leitora avaliada pelo teste de Cloze. Neste critério de divisão verificou-se que estes dois grupos, quantitativamente, foram homogêneos nos seus desempenhos. No entanto, qualitativamente, evidenciaram-se as particularidades de cada grupo. Assim, encontraram-se alunos competentes na leitura de palavras e com baixa compreensão leitora, sendo que os erros mais frequentes desses alunos, com baixa competência na leitura de palavras, se concentrou nas palavras pseudohomófonas. Na análise da relação entre a compreensão leitora e a fluência verbal evidenciou-se a presença de uma dupla dissociação, ou seja, alunos com alta fluência verbal e baixa compreensão leitora e alunos com baixa fluência verbal e alta compreensão leitora. Na relação entre o uso das estratégias metacompreensivas de leitura e a compreensão leitora, encontrou-se a ocorrência de quatro subgrupos. Estes subgrupos estavam formaram-se por alunos com alta compreensão na leitura e alto relato de uso de estratégias metacompreensivas; alunos com alta compreensão na leitura e baixo relato do uso de estratégias metacompreensivas; alunos com baixa compreensão da leitura e alto relato de uso de estratégias metacompreensivas e alunos com baixa compreensão da leitura e baixo relato do uso de estratégias metacompreensivas. Com relação ao uso das estratégias, as mais utilizadas, de acordo com o autorrelato, foram as de solução de problemas e as mais frequentes concentraram-se no momento durante a leitura. Os dados do julgamento metacognitivo mostraram-se mais precisos na pós-dição do que na predição. Na entrevista clínica, evidenciou-se que fatores como diferentes habilidades e características pessoais tiveram influência sobre o desempenho dos alunos. Portanto, os resultados evidenciam que o ato de ler envolve vários processos cognitivos, o que implica que muitos fatores podem interferir no desenvolvimento desta habilidade o que mostra a complexidade do processo ensino-aprendizagem. / This work aimed to verify the relationship between reading comprehension and some of the processes involved in the act of reading, such as reading competence, verbal fluency, use of reading comprehension strategies and metacognitive monitoring, as well as a clinical interview. With a mixed method, the evaluation results were analyzed quantitatively and qualitatively. The sample was composed of 38 students aged between 10 and 12 years enrolled in the 6th grade of elementary education at a private school in the metropolitan area of Porto Alegre. The participants were divided into two groups, adopting as criterion for dividing the average performance in reading comprehension measured by Cloze test. In this criterion verified that these two groups, quantitatively, were homogeneous in their performances. However, qualitatively, was possible to find the specificities. Thus, were found students competent in word reading and poor in reading comprehension and the most common errors of students with low competence in word reading focused on the pseudo words homophones. The analysis of reading comprehension and verbal fluency revealed the presence of a double dissociation, that is, students with high reading comprehension and low verbal fluency and students with low verbal fluency and high reading comprehension. Regarding to the use of reading metacomprehension strategies, we found the occurrence of four subgroups of students with high reading comprehension and higher reported use of metacomprehensives strategies; students with high reading comprehension and low reported use of metacomprehension strategies; students with low reading comprehension and higher reported use of metacomprehension strategies and students with low reading comprehension and low reported use of metacomprehension strategies. However, the strategies most commonly used, in accordance with the self-reported, were problem solving frequently focused upon while reading. The results of metacognitive judgments were more accurate in posdiction than in prediction. In the clinical interview, it became clear that different factors such as skills and personal characteristics influenced the performance of students. Therefore, the results suggest that the act of reading involves several cognitive processes, which implies that many can affect the development of this skill which shows the complexity of the teaching-learning process.

Este trabalho objetivou verificar a relação entre a compreensão da leitura e alguns dos processos envolvidos no ato de ler, tais como: a competência de leitura, a fluência verbal, o uso de estratégias metacompreensivas e o monitoramento metacognitivo, assim como, uma entrevista clínica. Com um de método misto, os resultados das avaliações foram analisados de forma quantitativa e qualitativa. A amostra foi composta por 38 alunos com idades entre 10 e 12 anos, matriculados no 6º ano do ensino fundamental de uma escola particular da região metropolitana de Porto Alegre. Os participantes foram divididos em dois grupos, adotando-se como critério de divisão a média do desempenho na compreensão leitora avaliada pelo teste de Cloze. Neste critério de divisão verificou-se que estes dois grupos, quantitativamente, foram homogêneos nos seus desempenhos. No entanto, qualitativamente, evidenciaram-se as particularidades de cada grupo. Assim, encontraram-se alunos competentes na leitura de palavras e com baixa compreensão leitora, sendo que os erros mais frequentes desses alunos, com baixa competência na leitura de palavras, se concentrou nas palavras pseudohomófonas. Na análise da relação entre a compreensão leitora e a fluência verbal evidenciou-se a presença de uma dupla dissociação, ou seja, alunos com alta fluência verbal e baixa compreensão leitora e alunos com baixa fluência verbal e alta compreensão leitora. Na relação entre o uso das estratégias metacompreensivas de leitura e a compreensão leitora, encontrou-se a ocorrência de quatro subgrupos. Estes subgrupos estavam formaram-se por alunos com alta compreensão na leitura e alto relato de uso de estratégias metacompreensivas; alunos com alta compreensão na leitura e baixo relato do uso de estratégias metacompreensivas; alunos com baixa compreensão da leitura e alto relato de uso de estratégias metacompreensivas e alunos com baixa compreensão da leitura e baixo relato do uso de estratégias metacompreensivas. Com relação ao uso das estratégias, as mais utilizadas, de acordo com o autorrelato, foram as de solução de problemas e as mais frequentes concentraram-se no momento durante a leitura. Os dados do julgamento metacognitivo mostraram-se mais precisos na pós-dição do que na predição. Na entrevista clínica, evidenciou-se que fatores como diferentes habilidades e características pessoais tiveram influência sobre o desempenho dos alunos. Portanto, os resultados evidenciam que o ato de ler envolve vários processos cognitivos, o que implica que muitos fatores podem interferir no desenvolvimento desta habilidade o que mostra a complexidade do processo ensino-aprendizagem. / This work aimed to verify the relationship between reading comprehension and some of the processes involved in the act of reading, such as reading competence, verbal fluency, use of reading comprehension strategies and metacognitive monitoring, as well as a clinical interview. With a mixed method, the evaluation results were analyzed quantitatively and qualitatively. The sample was composed of 38 students aged between 10 and 12 years enrolled in the 6th grade of elementary education at a private school in the metropolitan area of Porto Alegre. The participants were divided into two groups, adopting as criterion for dividing the average performance in reading comprehension measured by Cloze test. In this criterion verified that these two groups, quantitatively, were homogeneous in their performances. However, qualitatively, was possible to find the specificities. Thus, were found students competent in word reading and poor in reading comprehension and the most common errors of students with low competence in word reading focused on the pseudo words homophones. The analysis of reading comprehension and verbal fluency revealed the presence of a double dissociation, that is, students with high reading comprehension and low verbal fluency and students with low verbal fluency and high reading comprehension. Regarding to the use of reading metacomprehension strategies, we found the occurrence of four subgroups of students with high reading comprehension and higher reported use of metacomprehensives strategies; students with high reading comprehension and low reported use of metacomprehension strategies; students with low reading comprehension and higher reported use of metacomprehension strategies and students with low reading comprehension and low reported use of metacomprehension strategies. However, the strategies most commonly used, in accordance with the self-reported, were problem solving frequently focused upon while reading. The results of metacognitive judgments were more accurate in posdiction than in prediction. In the clinical interview, it became clear that different factors such as skills and personal characteristics influenced the performance of students. Therefore, the results suggest that the act of reading involves several cognitive processes, which implies that many can affect the development of this skill which shows the complexity of the teaching-learning process.

La schizophrénie s’accompagne de troubles de mémoire limitant les possibilités d’insertion socio-professionnelle des patients en souffrant. La métamémoire concerne un savoir sur son propre savoir. L’objectif de cette thèse était d’explorer les théories et méthodes de la métamémoire pour y rechercher des possibilités d’améliorer les performances de mémoire des patients souffrant de schizophrénie. Dans un protocole prenant en compte les aspects de contrôle personnel lors de la récupération mnésique, nous avons montré que les patients peuvent atteindre des performances de mémoire comparables à celles des témoins lorsqu’ils sont guidés par les processus de la métamémoire (évaluation et contrôle), alors que leurs performances spontanées étaient déficitaires. Notre étude pilote portant sur l’exploration du potentiel mnésique du jugement d’apprentissage métamnésique a produit des résultats prometteurs. Cette stratégie semble être plus efficace que la stratégie la plus habituellement utilisée malgré sa faible efficacité, celle consistant à réapprendre les items. Nos résultats permettent d’entrevoir l’utilité de mémoire dans la schizophrénie. / Schizophrenia is accompanied by a wide range of cognitive difficulties which highly limit social and professional integration of patients suffering from it. Metamemory can be referred as knowledge about its own knowledge. The aim of this thesis was to explore theories and methods of metamemory which could be relevant in improving patients’ memory performances. In a study devoted to study personal control over memory reporting, our results have shown that patients can achieve comparable memory performances as control subjects while guided through metamemory processes (monitoring and control), where as their performance were spontaneously deficient. Our pilot study exploring the mnemonic potential of metamemory judgment of learning generated promising results. This strategy seems to be more efficient than the most commonly implemented but not very efficient learning strategy, relearning of to be learned items. Our results allow us to presume the utility of metamemory to enhance memory performances in schizophrenia.

La schizophrénie est caractérisée par un ensemble de symptômes positifs et négatifs ainsi que par des déficits cognitifs dont les éléments les plus handicapants sont les troubles mnésiques. La métamémoire, qui est la connaissance sur la mémoire, est un champ d’investigation prometteur pour la compréhension et la remédiation de ce trouble. La métamémoire est composée d’un processus évaluatif et d’un processus de régulation du comportement qui sont en interaction. Les études précédentes ont montré que l’évaluation serait préservée dans la schizophrénie alors que la régulation serait déficitaire. Cependant, les relations entre ces processus n’ont pas été examinées alors qu’elles pourraient permettre decompenser le déficit mnésique. Les objectifs de ce travail étaient donc d’une part, d’observer ces relations entre évaluation et régulation dans la schizophrénie, ainsi que les ressources cognitives liées à ces processus. D’autre part, afin d’étendre les connaissances fondamentales sur la métamémoire, nous souhaitions observer l’utilisation de différents types de matériels etde stratégies d’apprentissage chez des participants sains. Les deux premières expériences ont permis de montrer que les patients schizophrènes étaient capables d’utiliser l’évaluation de leur apprentissage pour adapter leur stratégie de mémorisation et que leurs déficits en mémoire étaient liés à d’autres fonctions cognitives. Les cinq expériences suivantes ont confirmé que les participants sains ne prenaient pas en compte de la même manière les caractéristiques intrinsèques et extrinsèques du matériel dans leurs jugements et leurs stratégies. Ces données sont discutées et indiquent que davantage de recherches sur la métamémoire dans la schizophrénie seraient d’un grand intérêt pour la prise en charge des troubles mnésiques de ces patients. / Schizophrenia is characterized by a range of positive and negative symptoms and bycognitive deficits including the most disabling one, memory. Metamemory, which is knowledge about memory is of particular interest for the understanding and remediation of this trouble. It involves a monitoring and a control process, which would be in interaction.Previous studies have shown that monitoring is spared whereas control is impaired. However,these relations between these processes have not been examined whereas they could compensate for memory deficit. The aims of this work were to observe these relations between monitoring and control in schizophrenia and cognitive resources linked to these processes on the one hand. On the other hand, we wished to observe the use of different kinds of materials and learning strategies in healthy participants to get better fundamental knowledge about metamemory. Two experiments showed that patients were able to use monitoring to adapt their learning strategy and also that their memory deficits were linked too ther cognitive functions. Five following experiments confirmed that healthy participants do not use intrinsic and extrinsic characteristics of the materials in the same way when makin gjudgments and using strategies. These data are discussed and point out that more research about metamemory in schizophrenia is of interest for the remediation of memory deficits inschizophrenia patients.