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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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