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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.

Bibliography: p. 172-185. / Includes bibliographies. / 185 p. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Mental Health, 1968

Bibliography: p. 172-185. / Includes bibliographies. / 185 p. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Mental Health, 1968

Thesis (M.S.)--University of Michigan, 1989.

Thesis (M.S.)--University of Michigan, 1989.

The use of antihistamines (AHs) has until recently been associated with a number of undesirable side effects, the most troublesome of which is sedation. There are two aspects to sedation. The first, an objectively determined measure based on the results of psychometric tests from controlled trials, and the second, the subject's response to the administration of a drug. Since AHs are largely used in ambulant patients, a complete evaluation of sedation should be performed through standardised objective tests, shown to be sensitive to the central effects of AHs and reliable ratings of subjective experiences. A critical review of the literature on the experimental studies with AHs revealed that the traditional AHs had a greater propensity to produce adverse central nervous system (CNS) effects, whereas the so called second generation AHs were generally less impairing when administered within their recommended 'dose window'. A similar review of the clinical literature surveying subjective reports of sedation following the administration of AHs showed that the traditional AHs were perceived as more sedative than the second generation AHs. On the basis of these findings, a series of controlled experiments in non-atopic volunteers investigated the effects of a number of second generation AHs on various aspects of cognitive functioning and psychomotor performance. It is concluded that the second generation AHs have a lesser effect with respect to objective indices of sedation when compared to their predecessors, and that fexofenadine, has a claim to be the first truly non-sedating antihistamine as there is no objective evidence of CNS effects. The identification of an antihistamine, devoid of adverse CNS activity regardless of the administered dose, highlights the need for the introduction of a 'third generation' of AHs.

No description available.

The availability of computer systems has resulted in an increased use of computers for teaching and learning in education. Computers and peripheral hardware enable educators to incorporate video, sound, and animation into instruction. Authoring software provides another level for computer use by allowing educators to develop and use multimedia instruction and programs designed for specific learning outcomes. New technologies, such as the micro computer as an instructional tool, are providing teachers and learners the opportunity to explore alternative ways to learn (Hansen, 1995). If these new technologies are to become an effective component of the teaching-learning environment, educators and media developers must have access to research-based information that will guide them in selecting and developing appropriate media and instructional applications. Since most learning begins as a cognitive process (Schwaller, 1995), research dealing with instructional methods tends to focus on the cognitive domain, which would more likely yield results that would pertain to a large number of disciplines, educators, and media developers. Unfortunately programs such as technology education, which include experiential activities as an integral part of the learning process (Korwin & Jones, 1990), should not rely on cognitive performance alone as the sole indicator of successful completion of the learning objectives. In the Technology Education classroom, hands-on experiential activities add value to the instruction and require various degrees of psychomotor performance. While psychomotor learning should not be considered the sole purpose of technology education, it is a most viable and significant aspect of learning and performance in technology education. Effectively presenting psychomotor content to the learner could increase performance of instructional objectives, thus providing an enriched learning environment. This study was designed to investigate the effect of visual-only, verbal-only, and visual/verbal instructional methods utilizing Computer- Based Instruction (CBI) as the vehicle, on the performance of psychomotor skills and knowledge. An investigation of the relationship between presentation mode, gender, and psychomotor performance based on direct product evaluation was conducted. Analysis results suggest that during instruction, the level of performance of a psychomotor task increases with the use of visual/verbal CBI. In addition, gender did not significantly influence the level of performance regardless of the presentation mode. Secondary analysis of the data suggest that visual/verbal CBI has no significant influence on the level of performance after a time interval of approximately 11 days. Posttreatment survey results indicate participants had a higher level of satisfaction with the visual/verbal CBI. / Ph. D.

No description available.