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Tracking the identity of occluded objects requires binding an object’s features to its location to represent exactly which objects are located where, relying heavily on capacity-limited visual working memory. This dissertation aims to examine the capacity and stability of object working memory, and the complexity and fidelity of object working memory representations, in toddlers and young children. A series of four experiments used a novel task to examine 28- to 40-month-old toddlers’ and 5- to 6-year-old children’s visual working memory recall of specific objects in specific locations. I predicted capacity limits would vary with age, presentation/occlusion type, and complexity, and that older children would be able to monitor these limits successfully. Children observed arrays of featurally-distinct objects that were hidden from view either simultaneously (Chapter 2, Experiment 1 and Chapter 3, Experiments 1 & 2) or sequentially (Chapter 2, Experiment 2) and were asked to recall an object’s location. When objects were hidden simultaneously, toddlers showed a capacity of 3 feature-location bindings (Chapter 2, Experiment 1) and 5- to 6-year-old children showed a capacity of 4 feature-location bindings (Chapter 3, Experiment 1), and both showed capacity development, supporting the hypotheses. When objects were hidden sequentially, toddlers’ performance was impacted by whether they had the easier (set size 2) or harder (set size 3) block first, suggesting the structure of the task may have influenced how children divided attention between maintaining and encoding of representations in working memory. Additionally, in Chapter 3, the number of feature bindings that children had to maintain was varied. Children could remember more single-feature objects than multi-feature objects (limit of 4 vs. 3, respectively), suggesting that binding additional features to a representation taxes cognitive resources, as hypothesized. Finally, the study in Chapter 3 explored children’s ability to monitor the fidelity of their visual working memories by asking them to gauge their confidence by placing bets with tangible, at-risk resources. Children modulated their bets appropriately, betting more after providing correct answers and fewer after incorrect answers, as hypothesized. Together, these data help to inform our understanding of visual working memory for feature-location bound objects across early development.

The purpose of this study was to determine the impact of the cognitive monitoring learning log (CMLL), as a metacognitive strategy, on college students' developmental mathematics course success, problem-solving performance, and attitude toward mathematics and the CMLL. Using a pretest-posttest control group design that employed mixed research methodologies, the researcher examined data collected from four sections of a pre-algebra course; two of which received the CMLL intervention. Data sources included testing, surveys, student self-report, and interviews. Data analysis using analysis of variance (ANOVA), independent and paired samples t-tests were utilized, along with appropriate case analysis. Important findings that emerged from this study are as follows: the CMLL strategy can have some bearing on specific student outcomes (such as course grades); it can positively impact students' attitudes towards math, but not their problem-solving performance or attitudes towards CMLL. The case study analysis based on interviews and logs written by students provided additional insight into their thoughts and perceptions, supplementing the story gathered from the quantitative data. Eighty-eight percent (88%) of those interviewed reported benefits of the CMLL strategy. While findings from this study are inconclusive as to the impact of learning logs in the cognitive aspects, it was not shown to be a detriment either. Efforts should be made to determine how best to intertwine the CMLL strategy with other methods of instruction that will benefit college students in developmental mathematics courses the most. Recommendations for further study and future research considerations are included. / CITE/Mathematics and Science Education

This study develops a computer-based interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. It adopts Type II design and development research approach to create a comprehensive and generalizable instructional design framework. The framework was composed by synthesizing research and practical literature, and then evaluated by experts in related fields. The completed framework includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional designers, instructors, and other key stakeholders could follow the guidelines proposed in this framework to create metacognitive-based ill-structured problem-solving instruction using e-Learning authoring tools. On one hand, this study bridges the gap between theory and practice; on the other hand, it adds to literature in media research with focusing on utilizing various media types to create effective learning materials. / Doctor of Philosophy / This study aims to develop an interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. It applies the Type II design and development research method. The framework was proposed by synthesizing pertinent literature, and then evaluated by experts in related fields. The completed framework includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional designers, instructors, and other key stakeholders could follow the guidelines to create computer-mediated instruction using e-Learning authoring tools. On one hand, this study bridges the gap between theory and practice; on the other hand, it adds to literature in media research with implementing various media types to create effective learning materials.

This study investigates how translation self-efficacy and metacognitive regulation may predict performance in the emerging translation practice of machine translation post-editing (MTPE) by determining the existence and degree of relationships between self-efficacy, metacognitive regulation strategies, and MTPE performance among translation learners in EFL contexts (Chinese speakers who learn English as a foreign language), as well as how they contextualize the condition and state of mind of student translators completing MTPE tasks. Examining these key variables provides theoretical insights into the cognitive processes involved in MTPE and practical implications for developing skilled translation post-editors. This study's conceptual framework is grounded in Bandura's social cognitive theory (SCT), a causal model where self-efficacy directly and indirectly impacts human behavior through mediating processes like outcome expectations, social support, and self-regulation. Multi-item scales consisting of translation self-efficacy and metacognitive regulation as well as an MTPE test were employed to examine the relationships between the predictor variables and the criterion variable. Multiple linear regression was adopted for data analysis to assess the fit of adapted scales and determine how much variance in MTPE performance was accounted for by individual and combination of predictor variables. Results indicated that metacognitive regulation plays a statistically significant role in MTPE performance, even though the overall predictive power of the model remains moderate. The findings provide implications for improving student performance in MTPE training and contribute to the relatively new body of emerging literature regarding translator self-efficacy, metacognitive abilities, and their development.

Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in which the study took place. The study spanned three departments in the College, namely Kindergarten, Special Education, and Art Education. The study employs an interpretive research approach and case study methodology to gather this rich understanding of lecturers’ and students’ perceptions. Data were collected from twelve lecturers and twelve undergraduate students through a combination of lecture room observations, semi-structured interviews, and group interviews. The most significant finding emerging from this study is the lack of lecturer participants’ knowledge regarding metacognition generally. My study found that skills such as planning, monitoring, and evaluating skills were sometimes present in their teaching, but were not used to engage students in thinking metacognitively or developing their own metacognitive abilities. I found that metacognition was not present consistently or intentionally in lecture rooms. The findings further exposed some obstacles which could inhibit the promotion of metacognition in higher education in KSA. For example, traditional methods of rote learning were shown to discourage metacognitive thinking. Large student numbers and lecturers’ lack of time could prohibit lecturers from investing in teaching metacognitive skills to their students. Students’ apathy towards anything other than memorising facts to pass examinations and acquire grades could also demotivate them to learn valuable skills like metacognition without comprehensive changes to educational norms. The study identified multiple ways in which metacognition could be promoted in higher education in KSA. For example, diversifying teaching practices to include more active learning methods such as discussion and questioning would be more effective than the current prevalent method of lecturing and learning by memorising. Lecturers could role-model metacognitive skills to their students by incorporating metacognition into their own practice, and thus incorporate it into existing courses. Students could be motivated to develop metacognitive skills by discovering the benefits to them of metacognition on both their academic success and their future careers. The study’s findings supported the importance of including metacognition in higher education and advocating it to students as a valuable skill. Thus, there is a need to establish mechanisms or frameworks for integrating metacognition into higher education in KSA, and communities of practice which support the development of metacognitive skills among lecturers and student teachers who will be the teachers of tomorrow. I therefore offer a model with recommendations for practical uptake to expedite this, and support it with this study's evidence.

Metacognition has been used predominantly as a strategy to improve student thinking and learning and to help students gain an awareness and control over their own thinking (Manning & Payne, 1996; Perfect & Schwartz, 2002; Robson, 2006). Recently, however, metacognition has been recognized as necessary in teacher learning to help teachers gain awareness and control over their thinking (Manning & Payne, 1996). Teacher metacognition is a critical antecedent to student metacognition because, teachers are not in a position to model higher psychological and metacognitive levels if they have not experienced these levels first as a prerequisite to encouraging them in students (p. xxi). Schraw and Moshman (1995) stated that having a better understanding of the constructive nature of knowledge and how it happens allows individuals an opportunity to regulate their cognition and learning. <p>The purpose of this study was to explore teacher metacognition within the context of successful learning communities. A phenomenological research method was used. Data were collected from three participants in three separate learning communities using a pre-interview, two semi-structured interviews, several telephone conversations, and a variety of informal contacts. The fist semi-structured interview was designed to access the participants experiences as members of their successful learning communities. The second semi-structured interview, termed the metacognitive interview, was designed to access the thinking behind their thinking.<p>It was found that the term metacognition required definitional reframing. This reframing resulted in the creation of an emerging model of Progressive Metacognition, indicating that metacognition was found to be progressive, and was catalyzed through reflection and dialogue. The interview process itself was also found to be an intervention in itself to catalyze metacognition. Each participant in this study was found to have a metacognitive characterization, which I referred to as their metacognitive fingerprint. This fingerprint represented both the participants individual characterizations as well as their strategies in influencing the processes of their learning communities. <p>Successes in planning, observation, and reflection provided members with evidence that enabled them to feel capable and competent, thus fueled their drive to continue to invest in the learning communities. Scholarship epistemology was found to have an integral part in the development of metacognition through the successful learning community. By providing participants with important tasks and challenging work within an environment of trust, space, dialogue, reflection, and accountability, deep thinking and learning took place. This study provided needed detail related to Evers and Lakomskis (2000) theory of socially distributed cognition, indicating that when knowledge travels through the social system, rather than simply assisting in distributing the knowledge, each participant had an effect on the knowledge. <p> Among the implications of this study on theory are its contributions to social learning theory and the action research spiral, indicating the effects of collaboration and success on motivation. Among the implications for research are the need to investigate the direct effects of time, reflection, and discussion on metacognition, as well as the need to conduct a longitudinal study in this area to determine these elements long term impacts. Among the implications for practice are a greater understanding of the elements at work in catalyzing metacognition, including the effects of success, as well as the environments and social dynamics required to encourage deep thinking and learning.

This study intends to find out the possible effects of cognitive and metacognitive reading strategy instruction at awareness-raising level on reading proficiency and strategy use. In the study both qualitative and quantitative data were utilized. The relevant data were obtained by means of think-aloud protocols, semi-structured interviews, the Strategy Inventory for Language Learning &ndash / SILL- (Oxford, 1990), learning diaries and the reading scores of students on a proficiency exam (COPE). A total of 24 students studying at Bilkent University School of English Language were involved in the study. The scores of the students who received the strategy instruction on the reading paper of COPE, and the scores of the students who were not subject to any strategy instruction were used to run a t-test so as to reveal whether there was a significant difference between these two sets of scores. The data that came from the think-aloud protocols, semi-structured interviews and learning diaries were analyzed so as to trace the type of strategies employed by the students and the frequency with which they were employed. The results did not indicate a statistically significant difference. It was also discovered that all students involved in the study had a tendency to use more cognitive strategies than metacognitive ones. The cognitive strategies were more varied with the group of students who received the strategy instruction.

Metacognition has been used predominantly as a strategy to improve student thinking and learning and to help students gain an awareness and control over their own thinking (Manning & Payne, 1996; Perfect & Schwartz, 2002; Robson, 2006). Recently, however, metacognition has been recognized as necessary in teacher learning to help teachers gain awareness and control over their thinking (Manning & Payne, 1996). Teacher metacognition is a critical antecedent to student metacognition because, teachers are not in a position to model higher psychological and metacognitive levels if they have not experienced these levels first as a prerequisite to encouraging them in students (p. xxi). Schraw and Moshman (1995) stated that having a better understanding of the constructive nature of knowledge and how it happens allows individuals an opportunity to regulate their cognition and learning. <p>The purpose of this study was to explore teacher metacognition within the context of successful learning communities. A phenomenological research method was used. Data were collected from three participants in three separate learning communities using a pre-interview, two semi-structured interviews, several telephone conversations, and a variety of informal contacts. The fist semi-structured interview was designed to access the participants experiences as members of their successful learning communities. The second semi-structured interview, termed the metacognitive interview, was designed to access the thinking behind their thinking.<p>It was found that the term metacognition required definitional reframing. This reframing resulted in the creation of an emerging model of Progressive Metacognition, indicating that metacognition was found to be progressive, and was catalyzed through reflection and dialogue. The interview process itself was also found to be an intervention in itself to catalyze metacognition. Each participant in this study was found to have a metacognitive characterization, which I referred to as their metacognitive fingerprint. This fingerprint represented both the participants individual characterizations as well as their strategies in influencing the processes of their learning communities. <p>Successes in planning, observation, and reflection provided members with evidence that enabled them to feel capable and competent, thus fueled their drive to continue to invest in the learning communities. Scholarship epistemology was found to have an integral part in the development of metacognition through the successful learning community. By providing participants with important tasks and challenging work within an environment of trust, space, dialogue, reflection, and accountability, deep thinking and learning took place. This study provided needed detail related to Evers and Lakomskis (2000) theory of socially distributed cognition, indicating that when knowledge travels through the social system, rather than simply assisting in distributing the knowledge, each participant had an effect on the knowledge. <p> Among the implications of this study on theory are its contributions to social learning theory and the action research spiral, indicating the effects of collaboration and success on motivation. Among the implications for research are the need to investigate the direct effects of time, reflection, and discussion on metacognition, as well as the need to conduct a longitudinal study in this area to determine these elements long term impacts. Among the implications for practice are a greater understanding of the elements at work in catalyzing metacognition, including the effects of success, as well as the environments and social dynamics required to encourage deep thinking and learning.

This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students&rsquo / achievement in biology. In this study Turkish version of the Motivated Strategies for Learning Questionnaire developed by Pintrich, Smith, Garcia, and McKeachie (1991) and a Biology Achievement Test developed by the researcher were used as measuring instruments. The study was conducted in 15 selected schools throughout the five districts in Yozgat (Sorgun, Yerk&ouml / y, Bogazliyan and Saraykent districts and city center) with a total of 519 tenth grade General and Anatolian high school students attending Mathematics and Science group in spring 2004&ndash / 2005 semester. The data obtained from the administration of the measuring instruments were analyzed by using Multiple Linear Regression Analyses and a Canonical Correlation Analysis. Results of the statistical analyses indicated that extrinsic goal orientation and task value each made a statistically significant contribution to the prediction of students&rsquo / achievement (p&amp / #61500 / 0.05), while intrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance, and test anxiety failed to achieve significance (p &gt / 0.05). Rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning each made a statistically significant contribution to the prediction of students&rsquo / achievement in biology. The first pair of canonical variates indicated that higher levels of intrinsic goal orientation, task value, and self-efficacy for learning and performance were associated with higher levels of cognitive and metacognitive strategy use except rehearsal strategy use and help seeking.