Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 50-55).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 245-251). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 245-251). Also available on the Internet.

Not available / text

The concept of metamemory proposes that supplementary to typically measured memory abilities, memory monitoring and control processes are used to optimise learning. Accurate memory monitoring appears to be underpinned by a range of cognitive, and possibly affective, contributions. In populations with these deficits, metamemory has been shown to be impaired. In Multiple Sclerosis (MS), only a limited metamemory literature exists, surprising given that MS is a leading cause of disability among people of working age, and cognitive and mood disorder is common. Using structural equation modelling, this study of 100 people with MS explored factors contributing to performance on episodic Judgment of Learning, Retrospective Confidence and Feeling of Knowing. Given its negative influence on cognitive domains in MS, the impact of information processing deficits on metamemory was also investigated. Finally, memory self-report, a frequently used clinical indicator of memory functioning, was assessed. Findings suggest that memory complaint is associated with mood, and is unrelated to tested memory. Second, Retrospective Confidence Judgments were predictive of memory performance, even in the presence of memory impairment. Third, an unusual finding of maintained underconfidence at delay was observed in the Judgment of Learning task. Finally, Feeling of Knowing judgments related to executive, but not to memory ability. A novel finding in respect of this judgment was of processing speed relating negatively to accuracy, in the context of executive dysfunction. This suggests that some top-down direction of processing resources may be a factor in supporting accuracy, rather than the speed at which information is processed. Of all the task-based judgments, accuracy in this judgment was the only one with a reliable association with mood. Faster processing speed, executive dysfunction and least depression symptomatology related to low accuracy, perhaps typifying a profile of disinhibition seen in MS, characterised by poorly constrained processing and apparently elevated mood.

published_or_final_version / abstract / Education / Master / Master of Education

We aim in this study, which is based on a special educational perspective, to examin how ninth grade students perceive their own developmental learning, i.e learning that leads forward. In the process, we want to give the students a voice and we have therefore chosen a phenomenographical approach. The study is based on eight interviews, which are analyzed by means of our own tool for analysis based on, among others Vygotsky (1980, 1999), Cole (1986) and Flavell (2002).   The survey shows that students perceive that clear aims, a good relationship with and support from the teacher helps to improve their developmental learning, motivating them and making learning meaningful. The students also recognize that the socio-cultural environment contribute to their development, but find it difficult to influence how their own learning will take place. The eight students exhibit a vague connection between their developmental learning and their individual grade.

The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.

No description available.

The purposes of this study were (a) to determine the levels of metacognition in developmental readers before and after ten weeks of instruction in metacognitive reading skills, (b) to examine differences in mastery of metacognitive skills determined by years away from secondary education, and (c) to investigate the effect of instruction in metacognitive skills on the improvement of reading comprehension in less-skilled readers.Participants in this study were 48 adult students (ages 19-56) enrolled in developmental reading courses at Indiana Vocational Technical College on the Muncie campus and at the Anderson site. Students responded to a 20-item, multiple-choice questionnaire, the Adult Index of Reading Awareness (AIRA), specifically formulated by the author to measure levels of metacognition in adult readers.In addition, the usual pre and post comprehension tests (Reading Comprehension, Forms A and B, of the College Board, ETS, Princeton, NJ, 1979) were administered both before and after instruction. Students also indicated the number of years they had been away from secondary education.Data were analyzed using the t test, the paired t test, and repeated-measures with one between-subjects factor to determine whether statistically significant relationships existed in regard to each of the research questions.Findings indicated that:Metacognitive reading awareness as measured by the AIRA significantly increased (.000 level) after ten weeks of instruction.Years away from secondary education did not significantly affect changes in the students' metacognitive awareness as measured by this instrument.There were no significant differences in comprehension growth scores between those who measured high in metacognition and those who scored low.Instruction in metacognitive reading skills significantly (.000 level) improved comprehension asmeasured by College Board Reading Comprehension tests.There were no significant differences in comprehension growth scores between students who graduated from high school within the last four years and those who had been away for five years or more.The following conclusions were drawn from this study: (a) Less-skilled adult readers can be taught the metacognitive reading skills which are acquired intuitively by effective readers. (b) Age is not a factor in increasing levels of metacognition in adults. (c) Instruction in metacognitive reading skills significantly improved comprehension scores of adult readers; therefore, instructors should include this skill instruction in developmental reading courses. / Center for Lifelong Education