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Metacognition is the monitoring, evaluating, and correction of one's own performance while engaged in an intellectual task. It has been explored within educational psychology in various cognitive and academic domains, for example, general problem solving, physics, reading, writing, and mathematics, and with different populations including children who are gifted, children who have learning disabilities, as well as children who have intellectual delays. Research in these areas has demonstrated that the use of metacognition differs with different levels of ability. Metacognition has rarely been mentioned in the psychomotor literature. It is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities---high skill (N = 8), average (N = 9), developmental coordination disorder (DCD) (N = 5)---during a novel motor task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children, however, relative to their counterparts, a significant proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task. In general, the results of this study parallel those found in the cognitive domain. This study showed that children with differing psychomotor abilities also demonstrated differences in use of metacognition.

Memory impairment in Schizophrenia (SCZ) is robust and associated with poor functional outcome. However, these correlations are only moderate in magnitude, leading some researchers to propose that metamemory deficits may also underpin poor memory performance and related functional deficits in this population. The purpose of this dissertation was to assess various aspects of metamemory performance among persons with SCZ. The studies are organized along a temporal continuum of metamemory processes, operating from retrieval to output. Study 1 evaluated whether persons with SCZ control retrieval by re-instating the processing mode employed at encoding (i.e., source-constrained retrieval). Participants studied words under deep or shallow conditions and then completed two recognition tests – a standard test followed by the memory-for-foils test (i.e., foils from the first test become targets on the second test). Only HCs in the deep encoding condition exhibited superior memory for foils, suggesting diminished source-constrained retrieval among persons with SCZ. In study 2, criterion setting and adjusting was investigated by altering the relative distinctiveness between lures and targets on two separate recognition tests. Persons with SCZ set a stricter criterion but adjusted it appropriately in response to lure distinctiveness (i.e., difficulty). In study 3, the strategic regulation of response granularity (i.e., from fine [e.g., 1:20 pm] to coarse [e.g. afternoon] was investigated by manipulating monetary incentives and penalties. Results show that persons with SCZ are overconfident in their memories and impaired in modulating granularity. Collectively these studies suggest a pattern of both intact and deficient metamemory skills characterize persons with SCZ. Possible underlying mechanisms and functional implications of this pattern are discussed.

Memory impairment in Schizophrenia (SCZ) is robust and associated with poor functional outcome. However, these correlations are only moderate in magnitude, leading some researchers to propose that metamemory deficits may also underpin poor memory performance and related functional deficits in this population. The purpose of this dissertation was to assess various aspects of metamemory performance among persons with SCZ. The studies are organized along a temporal continuum of metamemory processes, operating from retrieval to output. Study 1 evaluated whether persons with SCZ control retrieval by re-instating the processing mode employed at encoding (i.e., source-constrained retrieval). Participants studied words under deep or shallow conditions and then completed two recognition tests – a standard test followed by the memory-for-foils test (i.e., foils from the first test become targets on the second test). Only HCs in the deep encoding condition exhibited superior memory for foils, suggesting diminished source-constrained retrieval among persons with SCZ. In study 2, criterion setting and adjusting was investigated by altering the relative distinctiveness between lures and targets on two separate recognition tests. Persons with SCZ set a stricter criterion but adjusted it appropriately in response to lure distinctiveness (i.e., difficulty). In study 3, the strategic regulation of response granularity (i.e., from fine [e.g., 1:20 pm] to coarse [e.g. afternoon] was investigated by manipulating monetary incentives and penalties. Results show that persons with SCZ are overconfident in their memories and impaired in modulating granularity. Collectively these studies suggest a pattern of both intact and deficient metamemory skills characterize persons with SCZ. Possible underlying mechanisms and functional implications of this pattern are discussed.

Metacognitive knowledge is a critical piece of the information literacy puzzle. In a world of exploding information and communications possibilities, the difficulty for users of information systems and services may not lie in finding information but in filtering and integrating it into a cohesive whole. To do this, they must be able to make sense of it, an act that assumes knowledge about one’s own information needs, goals and abilities. This type of self-knowledge - called metacognitive knowledge - has three basic components: knowledge of one’s self, knowledge of the nature of a cognitive task in relation to one’s own cognitive abilities, and knowledge of how and when to effectively use cognitive strategies to complete a cognitive task. Such knowledge, when used in information seeking, may help users to solve complex information problems. There is perhaps no other user group who could benefit more from the development of metacognitive knowledge than adolescents, aged 16 to 18. On the cusp of adulthood, they face many of the complex information problems of adults, but as “novice adults” their depth of knowledge on most topics may be shallow simply because they have only experienced life for a handful of years. This study used naturalistic research methods to investigate the metacognitive knowledge of adolescents as they searched for, selected and used information for a school-based, inquiry project, within the framework of Kuhlthau’s Information Search Process (ISP). It was conducted over a four-month period in a Montreal-area CEGEP (post-secondary educational institutions in Quebec). The participants were students in their first year of CEGEP (equivalent to grade 12). Ten participants, ranging in age from 16 to 18, each kept a written or audio journal in which they recorded their thoughts, feelings, actions, and self-prompting questions, participated in four interviews, three conducted by telephone and one face-to-face, and completed a visualizing ex / La connaissance métacognitive est essentielle à la maîtrise de l’information. Dans un monde où les possibilités en matière d’infonnation et de communication ont explosées, la principale difficulté pour les utilisateurs des systèmes et des services d’information ne consiste pas tant à trouver l’ infonnation qu’à la filtrer et à l’intégrer à un tout cohérent. Pour y arriver, ils doivent être en mesure de la comprendre, ce qui présuppose la connaissance de ses propres besoins, objectifs et habiletés en matière d’information. Ce type de connaissance de soi - appelé connaissance métacognitive - est constitué de trois composantes de base: la connaissance de soi, la connaissance de la nature d’une tâche cognitive en relation avec ses propres habilités cognitives et la connaissance du comment et du quand utiliser efficacement les approches cognitives pour effectuer une tâche cognitive. De telles connaissances utilisées pour rechercher de l’information peuvent aider l’utilisateur à résoudre des problèmes d’information complexes. Le groupe d’utilisateurs à qui le développement de la connaissance métacognitive peut profiter le plus est probablement celui des adolescents de 16 à 18 ans. Sur le point de devenir des adultes, ils sont confrontés à nombre des problèmes d’information complexes des adultes, mais en tant que jeunes adultes, la profondeur de leur connaissance dans la plupart des domaines peut être limitée, leur expérience de la vie ne reposant que sur quelques années. La présente étude a employé les méthodes qualitatives de recherche en milieu naturel pour analyser la connaIssance métacognitive des adolescents pendant qu’ils recherchaient, triaient et utilisaient l’ infonnation pour un projet de recherche scolaire dans le cadre du processus de recherche d’information (Information Search Process (ISP)) de Kuhlthau. L’étude s’est poursuivie sur une période de quatre mois dans un des cé

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 233-241). Also available on the World Wide Web.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Charles M. Dorn, Florida State University, College of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed June 9, 2005). Document formatted into pages; contains x, 150 pages. Includes bibliographical references.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.