Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains x, 124 p.; also includes graphics. Includes bibliographical references (p. 116-124). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 130-140).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (M.S.)--Villanova University, 2006. / Psychology Dept. Includes bibliographical references.

Thesis (Ph.D.)--George Mason University, 2007. / Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.

Thesis (Ph. D.)--Georgia State University, 2006. / Karen M. Zabrucky, committee chair; Laura D. Fredrick, John H. Neel, Dennis N. Thompson, committee members. Electronic text (142 p.) : digital, PDF file. Description based on contents viewed July 16, 2007. Includes bibliographical references (p. 129-135).

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Oct. 5, 2009). Advisor: William Merriman. Keywords: metacognition; recall memory; cognitive development. Includes bibliographical references (p. 65-71).

People with aphasia (PWA) frequently present with nonlinguistic deficits, in addition to their compromised language abilities, which may contribute to their problems with reading comprehension. Treatment of attention, working memory and executive control may elicit reading comprehension improvements in PWA, particularly those with mild reading problems. This study evaluated the efficacy of Attention Process Training-3 (APT-3), an intervention combining direct attention training and metacognitive facilitation, for improving reading comprehension in individuals with mild aphasia and concomitant reading comprehension difficulties. A multiple-baseline design across six participants was used to evaluate treatment effects. The primary outcome measure was a maze reading task. Pre- and post-treatment evaluation included cognitive and reading measures. Semi-structured interviews were conducted to evaluate participant-perceived changes in cognition and reading. Visual inspection of graphed maze reading performance data indicated a basic effect between APT-3 and improved maze reading for three of the six participants. Quantitative analyses, using Tau-U, corroborated findings identified through visual analysis. The results suggest that the use of APT-3 has the potential to improve reading in PWA but that it may be more efficacious under certain conditions. Treatment and participant variables, including intensity of treatment and metacognitive strategy usage, are discussed as potential influences on participants' responsiveness to APT-3.

This study was designed to inform theoretical and clinical understanding of the relation between executive function and metacognition in late adulthood, and to examine the effects of Parkinson's Disease (PD) on these aspects of the executive control system. The sample included two groups of neurologically intact (NI) participants and one group of participants with PD. All participants were over the age of 55 years and screened for dementia and depression. The NI young-old group included 22 participants between the ages of 56 and 74 years of age. A second group of 20 participants, between the ages of 75 and 90 years formed the NI old-old sample. The third group included 20 nondemented participants between the ages of 55 and 84 years with a diagnosis of PD. First on measures of executive function, memory, and motor performance significant age-related differences were limited. Tasks measuring the ability to generate novel concepts and to execute target motor movements revealed a significantly lower level of performance for the NI old-old participants, relative to their younger counterparts. While age-related differences in performance did not reach significance on the remaining tasks, the mean scores for the NI young-old group were slightly higher. The participants with PD had a lower level of performance than the NI groups in all three measured areas of functioning. Second, the three measures of metacognition, performance predictions, postdictions, and data each yielded distinctive results. The accuracy of predictions was largely resilient to the effects of aging. However, the prediction accuracy of the PD participants was lower on measures of memory and gross motor performance. Groups were equivalent on measures of postdiction accuracy across measures, with the exception of the handwriting task where the NI groups showed a higher level of accuracy than the PD group. Perceptions of daily memory functioning were similar for the three groups. However, the participants with PD reported more motor problems than those reported by the NI groups. Third, the results confirmed the theoretical relation between executive functioning and metacognition in the areas of memory and fine motor control, but executive function was found to have little impact on a more routine gross motor task. The relation between executive function and metacognition appears to be domain-specific, with a stronger association on cognitively-laden tasks relative to tasks of a more routine nature. / Graduate

To date, relatively little research has investigated participants’ ability to monitor their memory for faces and names. Four experiments were conducted with aim of developing a comprehensive profile of memory monitoring performance during face identification tasks. In each experiment, memory monitoring judgements were solicited during encoding and/or retrieval of unfamiliar face-name pairs. In general, subjective estimates of future and past memory performance were valid predictors of objective memory performance, regardless of whether a face or name was the item to be retrieved from memory. As a test of the stability of memory monitoring accuracy across different categories of stimuli, memory monitoring for face-name pairs was compared with noun-noun pairs. The predictive validity of estimates of future memory performance was similar across the categories of stimuli, but the predictive validity of estimates of past memory performance was superior for nouns compared with names. A subset of the studies examined the influence of face and name distinctiveness on memory and memory monitoring for face-name associations. This was done in an attempt to identify sources of information that individuals might use to monitor their memory during face-name learning. The beneficial effects of distinctiveness on associative memory were symmetrical between faces and names, such that relative to their typical counterparts, distinct faces enhanced memory for names, and distinct names enhanced memory for faces. These effects were also apparent in memory monitoring. Estimates of future and past memory performance were greater for face-name associations that contained a distinct face or name compared with a typical face or name, regardless of whether the distinct item was a cue or target. Moreover, the predictive validity of prospective monitoring improved with name distinctiveness, whereas the predictive validity of retrospective monitoring improved with facial distinctiveness. Altogether, the results of the dissertation indicate that participants can monitor their memory for faces and names at a level above chance, that retrospective metamemory is more accurate for nouns compared with names, and that distinctiveness not only affects the strength of the association between a face and a name, but also the ability to monitor that association.