<p>The hypercorrection effect refers to the finding that high-confidence errors are more likely to be corrected after feedback than are low-confidence errors (Butterfield & Metcalfe, 2001). In 5 experiments I examine the hypercorrection effect, offer possible explanations for why the effect occurs, and examine the durability of the effect. In Experiment 1, I replicate the hypercorrection effect and show that delaying the feedback does not reduce the effect. In a secondary item analysis I also show that the effect is not caused by "tricky" questions. In Experiments 2 and 3, I show that subjects are more likely to remember the source of the feedback after both high-confidence errors and low-confidence correct responses. This suggests that it is the discrepancy between the subject's expectation and the actual feedback that causes the hypercorrection effect. In Experiment 4 I show that the hypercorrection effect also occurs for episodic false memories showing the diversity of the effect. Finally, in Experiment 5 I examine the durability of the effect. Initial high-confidence errors that are corrected after feedback remain corrected one week later.</p> / Dissertation

Reflection plays an important role in the learning process. A good learning strategy is supposed to improve a learner¡¦s reflection level.The Prompts is one of the learning strategies to promote a learner¡¦s reflection level. As a result, a well-formed prompt strategy fitting what a learner has or is situated in the right context will be the key factor contributing to promote a learner¡¦s reflection level. This study applied the prompts strategy in a Microblogging environment and named it as ¡§Microblogging Prompts Strategy¡¨. It¡¦s expected that designed microblogging prompts strategy would have positive effects on a learner¡¦s reflection level, metacognition and learning performance. The results show that microblogging prompts strategy has significantly positive effects on a learner¡¦s reflection level and metacognition but no positive effects on learner¡¦s learning performance. In addition to this, this study further investigates the learner¡¦s usage attitude and feedback toward the microblogging prompts steategy. Finally, the learners accessing microblogging prompts system by mobile devices were interviewed in order to investigate the potential issues and prombles of this strategy in the mobile learning environment.

This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or faded. First, the study investigated the effects of scaffolds on learning of scientific content and problem-solving outcomes. Second, the study examined whether students’ prior knowledge and meta cognitive skills predict their success in problem solving across different scaffolding conditions. A total of nineteen classes were randomly assigned to one of the four scaffolding conditions: domain-general continuous (DG-C), domain-general faded (DG-F), domain specific continuous (DS-C), and domain-specific faded (DS-F). Each class had access to different worksheets depending on the scaffolding condition they had been assigned. All students engaged in four problem-solving activities for thirteen class periods. Students’ scores on a multiple-choice pretest, post test, inventory of meta cognitive self-regulation, and four recommendation forms were analyzed. Results of the study revealed that students’ content knowledge in all conditions significantly increased over the thirteen class periods. However, the continuous domain specific condition outperformed the other conditions on the post test. Although domain general scaffolds were not as effective as domain-specific scaffolds on learning of scientific content and problem representation, they helped students develop solutions, make strong justifications, and monitor their learning. Unlike domain-specific scaffolds, domain-general scaffolds helped students transfer problem-solving skills even when they were faded. In terms of individual differences, results indicated that while students with lower prior knowledge and lower meta cognitive skills benefited from the domain general continuous condition, students with lower regulation of cognition benefited from the domain-general faded condition. Moreover, while students with lower prior knowledge, lower knowledge of cognition, and lower problem representation benefited from the domain-specific continuous condition, students with lower problem representation benefited from the domain-specific faded condition. In contrast, results of the study suggested that scaffolds did not substantially benefit the students with higher prior knowledge and higher meta cognitive skills. Several suggestions are discussed for making further improvements in the design of scaffolds in order to facilitate ill-structured problem solving in hypermedia learning environments.

The purposes of this study were to explore the effects of reciprocal instruction on EFL reading comprehension and metacognition of the ninth-grade students in junior high school. The researcher employed ¡§ET-RT model¡¨ (explicit teaching before reciprocal teaching). The students received the four strategies before the dialogues started. A quasi-experimental study was used. The research subjects were 68 students of two classes from a junior high school in Kaohsiung City. The experimental group was stratified randomly and received the reciprocal instruction, whereas the control group received the traditional instruction. The experiment was implemented in a 9-week session, 2 times a week, with each time 45 minutes of reciprocal teaching instruction. Before and after the experiment, both groups took the test of English reading comprehension, the questionnaire of reading metacognition and the questionnaire of reciprocal instruction. The data were analyzed by t-test and a one-way ANCOVA. The major findings of the study were as following¡G 1. The reciprocal instruction has significantly immediate and continued effects on English reading comprehension of the ninth-grade students. 2. The reciprocal instruction has significantly immediate and enlarged effects on reading metacognitive capability of the ninth-grade students. 3. Most of the students in the experimental group believed that reciprocal teaching promoted their English reading comprehension and interests of reading.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 117-127). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 117-127). Also available on the Internet.

Thesis (M.A.)--York University, 2000. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 68-77). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67736.

This study explored the metacognitive awareness of reading strategies used among F.3 English as a Second Language (ESL) students enrolled in a band 1 secondary school in Hong Kong. Usage as well as strategic knowledge of reading strategies of high and low English proficiency students were compared quantitatively and qualitatively. In the quantitative portion of the study, 37 students responded to the Metacognitive Awareness of Reading Strategies Inventory (MARSI), which is designed to assess matacognitive awareness and perceived usage of reading strategies of adolescent and adult ESL readers when they read school-related materials. In the qualitative portion of the study, four participants (2 female and 2 male) from the high proficiency group and four participants (2 female and 2 male) from the low proficiency group participated in a semi-structured interview, which aimed to elicit their strategic knowledge in reading English. Results revealed that Hong Kong ESL students on the whole used a wide range of reading strategies. High-proficiency ESL students were more able to verbalize the strategic knowledge and strategic resources available to them. They showed better understanding on planning for reading, monitoring their comprehension and tackling reading difficulties. In contrast, the low-proficiency group showed limited strategic knowledge on why and how to employ the reading strategies. Moreover, their utilization of reading strategies seemed to be confined to their limited lexical and vocabulary knowledge in ESL reading. Based on the findings, some practical implications for ESL reading-strategy instruction are drawn. Limitations of this study and recommendations for further research were discussed. / published_or_final_version / Linguistics / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

The study of developmental metacognition was originally proposed as a way to better understand memory, by elucidating the processes that act upon and therefore affect it. Much research has been conducted to examine the nature of metacognitive processes, and the interaction between metacognitive judgments and learning behavior in adults. Developmental research has demonstrated that there is a strong developmental trend, such that metacognitive abilities emerge at age four years at the earliest and mature until adulthood. However, this estimate raises a potential paradox, given young children's excellent learning abilities, if monitoring and differentially responding to changes in internal states of knowledge is an important component of learning. This dissertation proposes that metacognitive processes, like memory-monitoring, rather than being distinct from and externally operating on core cognitive process, may be intrinsically linked to basic cognitive functions, arising naturally as a result of processing. By this account, metacognitive abilities emerge in implicit form early in development along with other developing cognitive functions like memory, and what is observed later as the emergence of metacognition may rather be the transition from an implicit and undifferentiated process to an explicit and more readily testable process. This dissertation presents six experiments exploring the relationship between memory-monitoring in non-human animals, preschool children, and adults, using a non-verbal paradigm adapted from comparative literature. Participants learned a set of visual paired-associates, and at test were given the option to selectively accept or decline a memory trial for each item. Accuracy for accepted items was significantly higher than for declined in children and there was a similar tendency with adults, suggesting implicit memory-monitoring skills. Additionally, a relationship between memory-monitoring assessments and other cognitive processes was found, suggesting that memory-monitoring does not function independently of other cognitions. The results suggest that children may have implicit access to internal knowledge states at very young ages, providing an explanation for how they are able to guide learning, even as infants. Further the results suggest that the relationship between metacognitive and other cognitive skills may be rather more dynamic and complex than has typically been described.