With a multi-method research approach that involves retrospective reflection, concurrent screen-capturing (Camtasia), and key-stroke logging (Translog), this study probed Chinese-English translation processes and investigated the strategy use and pause patterns of 20 translators with different professional designations (i.e., novice, paraprofessional, and professional translators). Through the application of the Translation Competence Model (PACTE, 2007) from the Translation Studies field and of the Language Ability Model (Bachman & Palmer, 1996) from the field of Language Learner Strategies research, this study is the first of its kind to compare the differences in translators’ pause patterns in the three different translation phases (i.e., orientation, drafting, and revising phases) and strategy use, and to analyze the relationship of translators’ strategy use and pause vis-à-vis translation performance. The three types of data provided a fuller picture of translators’ translation processes, and the use of the two models served to triangulate and cross-validate the multiple sources of data on translators’ reported and observed strategy use, which amounted to 97 individual strategies and 3,464 instances. The data examined quantitatively and qualitatively showed that translators of higher professional designations or the high performance level had higher percentages in professional, psycho-physiological, bilingual, and affective strategies, and paused longer and more often and spent more time in the revising phase. However, translators of lower professional designations or the low performance level showed higher percentages in instrumental and extralinguistic strategies, and paused longer and allocated more time in the drafting phase. The analysis revealed no significant correlation between overall strategy use or pauses and translation performance. The findings inform researchers, trainers, and trainees in the professions of both translation and additional-language teaching about translation strategy use and pause patterns. / Graduate

Previous research has indicated that emotion regulation (ER) strategy use is crucial for predicting emotional and behavioral functioning. The current study examined the construct of ER by integrating ER strategy use with flexibility to use strategies and overall level of experienced emotion to determine the adaptiveness of ER as a process. Self-report data regarding strategy use, flexibility, and affect intensity was collected from undergraduate psychology students (N = 380). A latent class analysis (LCA) was used to test the predicted 4-class model of ER. A 4-class model and 2-class model were supported. MANOVA results indicated that both models predicted outcomes of ER difficulties, secure attachment, and internalizing and externalizing behaviors; the comparison model of high/low strategy use did not predict ER difficulties or internalizing and externalizing behaviors. Our results suggest that integrating strategy use, flexibility, and emotionality yields classes of ER predict functioning better than strategy use alone.

Students’ strategy use is an assessment of their ability to assimilate, synthesize, and actualize knowledge shown to be directly related to success in sight-reading. The purpose of this exploratory, collective case study was to investigate the strategy use, and possible underlying cognitive music processes, of eighth grade middle school choral students when vocally sight-reading. More specifically, the objective of this research was to better understand the relationship between strategy use and accelerated learning in vocal music notation reading. To create a coalesced conceptual lens, I merged the construct of audiation and pertinent findings from cognitive science research, specifically music reading literature in cognitive psychology. Seeing students’ strategy use through this combined lens allowed me to concentrate on the role of cognitive processes (perception, attention, memory, audiation) in the vocal sight-reading process and begin to distill how participants’ strategies improved or reduced sight-reading performance. Fourteen eighth-grade middle school choral students participated (N = 14, 4 males, ages 13 to 14). Students participated in research activities individually, in one 30-minute session, in a nearby practice room at their middle school. I collected two types of quantitative data. First, I tallied scores from a sight-reading instrument, the Vocal Sight-Reading Inventory (Henry, 1999). Second, I categorized data from a researcher-designed Sophistication of Strategy Use Index (an accumulation of scores in five music cognition-based categories: looking behavior, chunking, long-term memory, auditory representations, and audiation). Furthermore, I gathered qualitative data through interviews, retrospective think-alouds (Ericsson & Simon, 1993), and video-stimulated recall interviews. All students employed strategies, both cognitive and non-cognitive, singularly and in combination. Three major findings emerged: 1. Students employed strategies in three domains of knowledge, visual-only (most frequent), aural-only (least frequent), and visual-aural, and two underlying systems, self-awareness and music vocabulary. 2. Those who scored in the highest 50% on the sight-reading indicator employed these strategies (two or three times) more frequently than those who scored in the lowest 50% • read in visual chunks and by analogy; • created and manipulated auditory representations; • paired singular pitches with discrete staff placement locations; • employed self-awareness in production and commission of errors; and • remained aurally grounded in the tonality. 3. There was a positive and strong correlation (r = .84, p < .00) between students’ sophistication of strategy use scores and vocal sight-reading scores. Results from the current study have implications for choral music educators in designing and implementing sight-reading curricula, especially with regards to content and pedagogy. Suggestions for sight-reading pedagogy include (a) scaffolding sight-reading instruction to guide sophisticated strategy use, (b) strengthening underlying musical cognitive processes, (c) emphasizing higher order relationships, especially chunking, and (d) increasing students’ meta-cognition surrounding vocal production and commission of errors.

Arithmetic cognition research was at one time concerned mostly with the representation and retrieval of arithmetic facts in memory. More recently it was found that memory retrieval does not account for all single digit arithmetic performance. For example, Canadian university students solve up to 40% of basic addition problems using procedural strategies (e.g. 5 + 3 = 5 + 1 + 1 + 1). Given that procedures are less efficient than direct memory retrieval it is important to understand why procedure use is high, even for relatively skilled adults. My dissertation, therefore, sought to expand understanding of strategy choice for adults basic arithmetic. Background on this topic and supporting knowledge germane to the topic are provided in Chapter 1.<p> Chapter 2 focused on a well-known, but unexplained, finding: A written word problem (six + seven) results in much greater reported use of procedures (e.g., counting) than the same problem in digits (6 + 7). I hypothesized that this could be the result of a metacognitive effect whereby the low surface familiarity for word problems discourages retrieval. This was tested by familiarizing participants with a subset of the written word stimuli (e.g. three + four = ?, six + nine= ?) and then testing them on unpractised problems comprised of practiced components (four + six = ?). The result was increased retrieval reported for unpractised problems with practiced components. This indicates that surface familiarity contributes to strategy choice.<p> Chapter 3 focused on another classic phenomenon in the arithmetic cognition literature, the problem size effect: Response time, error, and procedure rates increase as a function of problem size. A previous study reported a reduced problem size effect for auditory multiplication problems compared to digit problems. I hypothesized that if this reduction was due to problem encoding processes rather than an effect on calculation per se, then a similar pattern would be observed for addition. Instead, I found that the size effect for addition was larger. I concluded that the auditory format promotes procedures for addition, but promotes retrieval for multiplication.<p> Chapters 4 and 5 were concerned with a well-known methodological issue in the strategy literature, subjectivity of self-reports: Some claim self-reports are more like opinions than objective measures. Thevenot, Fanget, and Fayol (2007) ostensibly solved this problem by probing problem memory subsequent to participants providing an answer. They reasoned that after a more complex procedure, the memory for the original problem would become degraded. The result would be better memory for problems answered by retrieval instead of by procedure. I hypothesized that their interpretation of their findings was conflated with the effect of switching tasks from arithmetic to number memory. I demonstrated that their new method for measuring strategy choice was contaminated by task switching costs, which compromises its application as a measure of strategy choice (Chapter 4). In a subsequent project (Chapter 5), I tested the sensitivity of this new method to detect the effects of factors known in the literature to affect strategy choice. The results indicated that Thevenot et al.s new method was insensitive to at least one of these factors. Thus, attempts to control for the confounding effects of task switching described in Chapter 4, in order to implement this new measure, are not warranted.<p> The current dissertation expanded understanding of strategy choice in four directions by 1) demonstrating that metacognitive factors cause increases in procedure strategies, 2) by demonstrating that the process of strategy selection is affected differentially by digit and auditory-verbal input, 3) by investigating the validity of an alternative measure of strategy use in experimental paradigms, and 4) by discovering a critical failure in the sensitivity of this new measure to measure the effects of factors known to influence strategy use. General conclusions are discussed in Chapter 6.

Arithmetic cognition research was at one time concerned mostly with the representation and retrieval of arithmetic facts in memory. More recently it was found that memory retrieval does not account for all single digit arithmetic performance. For example, Canadian university students solve up to 40% of basic addition problems using procedural strategies (e.g. 5 + 3 = 5 + 1 + 1 + 1). Given that procedures are less efficient than direct memory retrieval it is important to understand why procedure use is high, even for relatively skilled adults. My dissertation, therefore, sought to expand understanding of strategy choice for adults basic arithmetic. Background on this topic and supporting knowledge germane to the topic are provided in Chapter 1.<p> Chapter 2 focused on a well-known, but unexplained, finding: A written word problem (six + seven) results in much greater reported use of procedures (e.g., counting) than the same problem in digits (6 + 7). I hypothesized that this could be the result of a metacognitive effect whereby the low surface familiarity for word problems discourages retrieval. This was tested by familiarizing participants with a subset of the written word stimuli (e.g. three + four = ?, six + nine= ?) and then testing them on unpractised problems comprised of practiced components (four + six = ?). The result was increased retrieval reported for unpractised problems with practiced components. This indicates that surface familiarity contributes to strategy choice.<p> Chapter 3 focused on another classic phenomenon in the arithmetic cognition literature, the problem size effect: Response time, error, and procedure rates increase as a function of problem size. A previous study reported a reduced problem size effect for auditory multiplication problems compared to digit problems. I hypothesized that if this reduction was due to problem encoding processes rather than an effect on calculation per se, then a similar pattern would be observed for addition. Instead, I found that the size effect for addition was larger. I concluded that the auditory format promotes procedures for addition, but promotes retrieval for multiplication.<p> Chapters 4 and 5 were concerned with a well-known methodological issue in the strategy literature, subjectivity of self-reports: Some claim self-reports are more like opinions than objective measures. Thevenot, Fanget, and Fayol (2007) ostensibly solved this problem by probing problem memory subsequent to participants providing an answer. They reasoned that after a more complex procedure, the memory for the original problem would become degraded. The result would be better memory for problems answered by retrieval instead of by procedure. I hypothesized that their interpretation of their findings was conflated with the effect of switching tasks from arithmetic to number memory. I demonstrated that their new method for measuring strategy choice was contaminated by task switching costs, which compromises its application as a measure of strategy choice (Chapter 4). In a subsequent project (Chapter 5), I tested the sensitivity of this new method to detect the effects of factors known in the literature to affect strategy choice. The results indicated that Thevenot et al.s new method was insensitive to at least one of these factors. Thus, attempts to control for the confounding effects of task switching described in Chapter 4, in order to implement this new measure, are not warranted.<p> The current dissertation expanded understanding of strategy choice in four directions by 1) demonstrating that metacognitive factors cause increases in procedure strategies, 2) by demonstrating that the process of strategy selection is affected differentially by digit and auditory-verbal input, 3) by investigating the validity of an alternative measure of strategy use in experimental paradigms, and 4) by discovering a critical failure in the sensitivity of this new measure to measure the effects of factors known to influence strategy use. General conclusions are discussed in Chapter 6.

In an increasingly global world, there is a growing demand for pronunciation instruction. A focus on intelligibility as the goal in pronunciation instruction has risen to the forefront of the literature. Suprasegmentals are a practical goal for instruction since they have been shown to have a greater impact on overall intelligibility, but many language curricula do not allocate time or resources to pronunciation instruction at all, making it difficult for teachers to incorporate much needed suprasegmental learning in language classrooms. This Report suggests a practical way to incorporate suprasegmental learning in a mixed language background classroom: a project that incorporates a Web 2.0 tool, VoiceThread, and Covert Rehearsal Model strategy use. / text

Arithmetic cognition research was at one time concerned mostly with the representation and retrieval of arithmetic facts in memory. More recently it was found that memory retrieval does not account for all single digit arithmetic performance. For example, Canadian university students solve up to 40% of basic addition problems using procedural strategies (e.g. 5 + 3 = 5 + 1 + 1 + 1). Given that procedures are less efficient than direct memory retrieval it is important to understand why procedure use is high, even for relatively skilled adults. My dissertation, therefore, sought to expand understanding of strategy choice for adults’ basic arithmetic. Background on this topic and supporting knowledge germane to the topic are provided in Chapter 1. Chapter 2 focused on a well-known, but unexplained, finding: A written word problem (six + seven) results in much greater reported use of procedures (e.g., counting) than the same problem in digits (6 + 7). I hypothesized that this could be the result of a metacognitive effect whereby the low surface familiarity for word problems discourages retrieval. This was tested by familiarizing participants with a subset of the written word stimuli (e.g. three + four = ?, six + nine= ?) and then testing them on unpractised problems comprised of practiced components (four + six = ?). The result was increased retrieval reported for unpractised problems with practiced components. This indicates that surface familiarity contributes to strategy choice. Chapter 3 focused on another classic phenomenon in the arithmetic cognition literature, the problem size effect: Response time, error, and procedure rates increase as a function of problem size. A previous study reported a reduced problem size effect for auditory multiplication problems compared to digit problems. I hypothesized that if this reduction was due to problem encoding processes rather than an effect on calculation per se, then a similar pattern would be observed for addition. Instead, I found that the size effect for addition was larger. I concluded that the auditory format promotes procedures for addition, but promotes retrieval for multiplication. Chapters 4 and 5 were concerned with a well-known methodological issue in the strategy literature, subjectivity of self-reports: Some claim self-reports are more like opinions than objective measures. Thevenot, Fanget, and Fayol (2007) ostensibly solved this problem by probing problem memory subsequent to participants providing an answer. They reasoned that after a more complex procedure, the memory for the original problem would become degraded. The result would be better memory for problems answered by retrieval instead of by procedure. I hypothesized that their interpretation of their findings was conflated with the effect of switching tasks from arithmetic to number memory. I demonstrated that their new method for measuring strategy choice was contaminated by task switching costs, which compromises its application as a measure of strategy choice (Chapter 4). In a subsequent project (Chapter 5), I tested the sensitivity of this new method to detect the effects of factors known in the literature to affect strategy choice. The results indicated that Thevenot et al.’s new method was insensitive to at least one of these factors. Thus, attempts to control for the confounding effects of task switching described in Chapter 4, in order to implement this new measure, are not warranted. The current dissertation expanded understanding of strategy choice in four directions by 1) demonstrating that metacognitive factors cause increases in procedure strategies, 2) by demonstrating that the process of strategy selection is affected differentially by digit and auditory-verbal input, 3) by investigating the validity of an alternative measure of strategy use in experimental paradigms, and 4) by discovering a critical failure in the sensitivity of this new measure to measure the effects of factors known to influence strategy use. General conclusions are discussed in Chapter 6.

The present study was anchored in an inquiry of second language Chinese vocabulary acquisition and learning Chinese as a foreign language. It investigated character density in L2 Chinese vocabulary recognition and production: low character density recognition, high character density recognition, low character density production, and high character density production. It also investigated the effectiveness of strategies that students perceived when faced with learning Chinese. The data was collected from the Chinese program at Brigham Young University across one semester level. Along with this data, students' vocabulary achievement test scores were collected. Descriptive and non-parametric statistics were used. The one-way ANOVA was used to investigate the effect of character density on students' vocabulary recognition and production performance. The Pearson Correlation was used to determine whether there was a linear relationship between the strategies they prioritized and their performance in vocabulary recognition and production tests. The research found that character density had an effect on vocabulary production performance but not on recognition performance. The research also found strategies that are positively correlated with recognition and production performance, and strategies that are negatively correlated with recognition performance.

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ABSTRACT THE CONTRIBUTION OF COGNITIVE AND METACOGNITIVE STRATEGY USE TO SEVENTH GRADE STUDENTS&rsquo / SCIENCE ACHIEVEMENT AKYOL, G&uuml / ls&uuml / m M.S., Department of Elementary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Ceren TEKKAYA Co-Supervisor: Assoc. Prof. Dr. Semra SUNGUR January 2009, 97 pages The purposes of the study were to examine the differences in the level of students&rsquo / cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students&rsquo / science achievement. This study also interested in exploring the relationships between students&rsquo / background characteristics (gender, prior knowledge, socioeconomic status) and the variables including students&rsquo / cognitive and metacognitive strategy use and science achievement. The study was carried out during 2007-2008 spring semester at 15 public elementary schools in Ke&ccedil / i&ouml / ren, district of Ankara. A total of 1517 seventh grade students who were volunteers and had permission from their parents involved in the study. Data were collected through Background Characteristics Survey, Motivated Strategies for Learning Questionnaire and Science Achievement Test and analyzed by using a One-Way Repeated ANOVA, Multiple Linear Regression Analyses and a Canonical Correlation Analysis. The analyses revealed that there were significant differences in the level of students&rsquo / cognitive and metacognitive strategy use scores. Besides, elaboration and metacognitive self-regulation strategy use made a statistically significant contribution to the prediction of students&rsquo / achievement in science (p&lt / .05). Metacognitive self-regulation strategy use was found to be the main predictor of science achievement (beta=.11). The first canonical variate indicated that prior knowledge, mother&rsquo / s educational level, father&rsquo / s educational level, number of reading materials at home, frequency of buying a daily newspaper, presence of a separate study room, presence of a computer with internet connection at home are associated with cognitive and metacognitive strategy use and science achievement.