6 Metacognition NC

7/27/2019 6 Metacognition NC

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METACOGNITION


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Metacognition

The Knowledge

A r n

Control

o cogn t ve processes.


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Metamemory

Knowledge of the contentsof memory

using memory

Control of factors when you

are using memory


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Metamemory

Under what circumstancesoes metamemory pre ct

memory performance?

Under what condition are yousure that ou will be able toremember what you learnt?

Metamemor item-b -item Metamemory total score


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Metamemory: Item-by-item

Paired Associates given: Disease Railroad

R m r

4 conditions:

1 trial 8 seconds

2 trials 4 seconds each 4 trials 2 seconds each

, -


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Metamemory: Item-by-item

After the last trial: Subjects rated the word pairs in terms of probability of

future recall

Results:

g er ra ngs were corre a e w e er reca


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Metamemory and Delay

Metamemory is more accurate with delay. Delay provides accurate judgments about

contents of memor that are committed to LTM.

Practical applications:

en ma ng u gmen s on op cs o pay more

attention to:

wa t a w e an t en ma e your assessment.


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Metamemory and Total-Score

When people makeestimates of their

metamemor for the

total scores on a test

overconfident about the

scores an e ng

accurate.


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-Dunnin et al 2003

Estimate score on an exam that you have justfinished.

The better rades were correlated with better

estimations


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Results, Dunning et al 2003


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Metamemory about Factors Effecting Memory

Many people are not aware that strategicfactors affect their memory performance

Metamemor hel s us choose the best strate

for ourselves.

.


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Regulation of Study Strategies

People are able to decide and allocate moretime to material that is more difficult to learn.

People enjoy thinking about familiar topics more


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What happens under time pressure?

When people know there is not enough timeto study everything

You allocate more time to eas items than

difficult items.


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Tip-of-the-Tongue Phenomenon

Subjective feeling that you know the wordand try searching for it but are unable to

recall.

Recall of the word may occur later.

We experience it more as we grow old.


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Brown and McNeill (1966)

They gave people definitions of uncommonwords and asked for the word

When the material roduced a TOT state the

asked them to produce words that soundedsimilar.

First letter match 49%


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Feeling-of-Knowing

Prediction about whether you could correctlyrecognize the correct answer of a question

You cannot recall the answer

But you have a feeling that you know it, and can


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Metacomprehension

Our thoughts about comprehension. How well did I understand what I heard or read?

Im r n h n in m ri l


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Metacomprehension Accuracy

College student are not very accurate Familiarity is often confused with understanding

r im rf rm n n i l

People who are better at metacognition

usua y are more success u at a ater

comprehension test r= +.43


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Improving Metacomprehension

Pre-test Read - Wait Summarize

Regulation

Good readers summarize, visualize and elaborate


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Mental activitiest at are

designed to

improve yourencodin and

retrieval.


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What we already know

Levels of Processing Deeper levels and elaborative rehearsal is better

Devise strategies according to the testing method

Divided Attention

Hinders erformance


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Practice

The more you practice the more you remember

Amount you learn depends on the total time you

devote to learning


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Practice

Distribution of Practice Effect: Better performance for both recall and recognition

D

When you test your memory after a certain amount of

time has assed then ou realize our weaknesses.


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Imagery Mnemonics

Mnemonic: use of a strategy that aids memory Bower and Winzenz (1970)

-

2 conditions

S ent repet t on

Construct a vivid mental image

People in the imagery condition recalled twice as

many words


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Imagery Mnemonics

The Keyword Method: Especially useful when learning foreign language

vocabular or ar on or eo les names.

you link the foreign word with a similar sounding Turkishword and imagine them vividly interacting with each other.

EXP?


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Imagery Mnemonics

The Method of Loci: Associating the things to remember with physical

locations

Useful when order is important

Imagine each item you want to remember

.


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Organizational Mnemonics

Chunking Better memory if information is put into meaningful chunks

Hierarchy Technique

Better memory if material is organized in a hierarchy


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Hierarchy Technique


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Organizational Mnemonics

Chunking Better memory if information is out into meaningful chunks

Hierarchy Technique

Better memory if material is organized in a hierarchy First-letter Techni ue

ABC

Make up a story that links the words together.


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Memory Improvement

There is no single solution to memory problems. Since there is no single memory problem.

Multimodal Approach by Herrmann:

Physical condition (sleep, activity level, health) Psychological well-being

Flexible use of different memory strategies.


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6 Metacognition NC

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