This study is designed to explore the use of visual images In combination with the teaching of narrative In the classroom. The theoretical background establishes the need for different modes of thinking to create the optimum conditions for the development of metacognition. Ideas concerning the relation of children's drawing to their overall cognitive growth are drawn from Bruner, Vygotsky, Lambert-Brittain and Freeman. More recent research by Cross and Balchin and Coleman into the role of graphicacy in conceptualising and the development of logico-spatial thinking suggests that without a proper visual education children could lack effective visual-verbal interactive possibilities for promoting certain verbal modes of thought. Metaphor, given its visual component, is seen as key to language development. The exploration of creative metaphor and "abstractive seeing" lead to the work of Paivio and Osgood which demonstrated how dual coding allows the abstract to be concretized by metaphorically linked 'mediators' - images. Gombrich's distinction between knowing and seeing was precursor to a discussion of recent theories of perception. Bruce and Green concluded that perceptual learning is an increase in specificity - features of which can be seen in many of the children's texts. The gathering of data followed a cyclical, action research pattern, having three main stages and going cross-phase with an age range of 10-13 years. The first two samples were from Year Eight cartoons and writing. The second stage was a more general exploration of Year Sb work while the third used samples from a top band Year Eight English group. This comprised a more structured experiment involving selection of candidates and further development of the analytic method with two types of sam ple taken; one selected and one random. The main concern was to examine transference of detail and the development of metacommunicative ideas through the visual-verbal interaction.

Historically, memory has been evaluated by examining how much is remembered, however a more recent conception of memory focuses on the accuracy of memories. When using this accuracy-oriented conception of memory, unlike with the quantity-oriented approach, memory does not always deteriorate over time. A possible explanation for this seemingly surprising finding lies in the metacognitive processes of monitoring and control. Use of these processes allows people to withhold responses of which they are unsure, or to adjust the precision of responses to a level that is broad enough to be correct. The ability to accurately report memories has implications for investigators who interview witnesses to crimes, and those who evaluate witness testimony. This research examined the amount of information provided, accuracy, and precision of responses provided during immediate and delayed interviews about a videotaped mock crime. The interview format was manipulated such that a single free narrative response was elicited, or a series of either yes/no or cued questions were asked. Instructions provided by the interviewer indicated to the participants that they should either stress being informative, or being accurate. The interviews were then transcribed and scored. Results indicate that accuracy rates remained stable and high after a one week delay. Compared to those interviewed immediately, after a delay participants provided less information and responses that were less precise. Participants in the free narrative condition were the most accurate. Participants in the cued questions condition provided the most precise responses. Participants in the yes/no questions condition were most likely to say “I don’t know”. The results indicate that people are able to monitor their memories and modify their reports to maintain high accuracy. When control over precision was not possible, such as in the yes/no condition, people said “I don’t know” to maintain accuracy. However when withholding responses and adjusting precision were both possible, people utilized both methods. It seems that concerns that memories reported after a long retention interval might be inaccurate are unfounded.

Indiana University-Purdue University Indianapolis (IUPUI) / Schizophrenia is a complex and debilitating mental disorder characterized by a myriad of symptoms that affect multiple aspects of functioning. Metacognition, or the ability to form complex notions of oneself and others, has been evidenced to be deficient in schizophrenia. As such, one burgeoning line of research has sought to elucidate the role of metacognitive capacity on functional outcome across the schizophrenia spectrum. Although there is a substantial body of evidence about the role of metacognition in clinical manifestations of the disorder, few studies to date have explored whether similar deficits can be seen in individuals at risk for schizophrenia. One such at risk group is that of schizotypy wherein individuals demonstrate attenuated trait-like characteristics resembling less severe versions of those seen in psychosis. The aim of the current study was to investigate metacognitive capacities in this group. To that end, 67 participants were recruited (schizotypy = 34, control = 33) and two primary hypotheses were developed: 1) Individuals with schizotypy will exhibit significantly worse metacognition than a non-schizotypy group; and 2) Metacognition will account for additional variance above and beyond social cognition in predicting social functioning. Contrary to our hypotheses, group differences a metacognition and its subdomains were not significant. Further, inconsistent with studies in chronic schizophrenia, metacognition did not significantly predict social functioning. Our findings suggest that metacognition is preserved in schizotypy.

No description available.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

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No description available.

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by Tang Wai-yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 95-102). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENT --- p.iv / LISTS OF TABLES --- p.vii / LISTS OF FIGURES --- p.viii / CHAPTER / Chapter 1 --- INTRODUCTION --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.3 / Significance of the Study --- p.4 / Chapter 2 --- REVIEW OF LITERATURE --- p.6 / Macrostructure Theory --- p.6 / Micro structure of Discourse --- p.6 / Macrostructure and Macrorules --- p.7 / Macro-operations --- p.8 / Cognitive Operations to Summarization --- p.11 / Brown & Day's Macrorules of Summarization --- p.11 / N. S. Johnson's Six Operations --- p.14 / Training Studies on Improving Summarization --- p.17 / Traditional Training Practice --- p.17 / Explicit Instruction Progrrammes --- p.18 / Mapping and Questioning Techniques --- p.19 / Direct Instruction Training --- p.20 / Research Studies of Direct Instruction --- p.22 / Instruction in Metacognition Strategies --- p.25 / Definition of Metacognition --- p.25 / Metacognitive Instruction --- p.27 / Summarization of Expository Text --- p.32 / Sensitivity to Text Structure --- p.33 / Fostering Awareness of Expository Text Structure --- p.35 / Scoring of Summarization of Expository Text --- p.38 / Summary Rule Usage Criteria --- p.38 / Identification of Main Idea --- p.40 / Quality of Writing --- p.40 / Chapter 3 --- METHOD --- p.42 / Definitions --- p.42 / Hypotheses --- p.44 / Subject --- p.44 / Materials --- p.45 / Rulesheets --- p.45 / Training and Testing passages --- p.46 / Questionnaire --- p.48 / Procedure --- p.48 / Pilot Study --- p.48 / Pretest --- p.50 / The Training Programme --- p.50 / Instructional principles --- p.50 / Strategies training --- p.51 / Instructional procedures --- p.52 / Control group --- p.54 / Posttest --- p.55 / Scoring --- p.55 / Rule Use --- p.55 / Main Idea --- p.56 / Quality of Writing --- p.56 / Data Analysis --- p.57 / Chapter 4 --- RESULTS --- p.59 / Reliability and Descriptive Statistics of Summary Test Scores --- p.59 / The Effect of the Training Programme on the Main Idea Score --- p.61 / Effects of the Training Programme on the Rule Use Scores --- p.63 / Effects of the Training Programme on the Writing Skill Scores --- p.66 / Effect of the Training Programme on Knowledge of Metacognitive Strategies --- p.72 / Chapter 5 --- DISCUSSION --- p.76 / Acquisition of Macrorules --- p.78 / Formulation of Main Ideas --- p.82 / Acquisition of Writing Skills --- p.84 / Acquisition of Metacognitive Strategies in Summarization --- p.85 / Chapter 6 --- LIMITATIONS AND SUGGESTIONS --- p.87 / Summary --- p.87 / Limitations --- p.89 / Instructional Implications --- p.90 / Awareness of Task Goals --- p.90 / Sensitivity to Importance --- p.90 / Use of Macrorules for Summarization --- p.91 / Selection of Materials --- p.92 / Recommendation for Future Research --- p.93 / REFERENCES --- p.95 / APPENDICES --- p.103

An approach to the design of teaching agents in problem-seeking domains - that is based on a systematic relationship between theoretical framework, analysis of empirical data, computational model and computational implementation - has been developed. The theoretical framework, called the Knowledge Mentoring framework (KMf), was developed to investigate how studies of dialogue and interaction can be exploited in a practical way by designers of computer-based teaching agents. A particular focus was the following musical education problem: when interacting with a computer-based music system, many students do not spontaneously reflect on their activity, they often need to be encouraged to do this. The KMf provides a taxonomy and definitions of the pedagogical goals involved in a 'mentoring' style of teaching. Mentoring is an approach to teaching that aims to support learners' creative, metacognitive and critical thinking, these being essential to musical composition and other open-ended, problem-seeking domains. This theoretical framework was used to guide the analysis and modelling of data produced by an empirical study of human teacher-learner interactions. Information on the temporal ordering of teacher-learner interactions was revealed (modelled as. state transition networks and a mentoring script). Findings from the analysis also included a pause taxonomy (that provided evidence of a link between pause length and learner ability) and the occurrence of reciprocal modelling (where participants in learning interactions built up models of the other participants' expectations). The theoretical framework and the analysis findings were then used to develop a computational model for teaching agents in problem-seeking domains. Aspects of our theory, analysis findings and computational model were incorporated into a computational implementation: a pre-prototype teaching agent called MetaMuse. A Cooperative Evaluation of MetaMuse with teacher-composers showed that it had the potential to promote creative reflection in learners.