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Transcript of 5 metacognition ii
Cognition 7e, Margaret Matlin Chapter 6
CognitionCognition
Memory Strategies and Memory Strategies and Metacognition IIMetacognition II
Chapter 6Chapter 6
Topics & ThemesTopics & Themes
Memory Accuracy & ImprovementMemory Accuracy & Improvement
Spacing & Testing EffectsSpacing & Testing Effects
Mnemonic DevicesMnemonic Devices
MetacognitionMetacognition
MetamemoryMetamemory
Metacomprehension Metacomprehension
Cognition 7e, Margaret Matlin Chapter 6
Memory Strategies
Link (Chain) System
Paper
Tire
Doctor
Rose
Ball
Cognition 7e, Margaret Matlin Chapter 6
Memory StrategiesMemory Strategies
A Comprehensive Approach to Memory A Comprehensive Approach to Memory ImprovementImprovement
strategies too simplistic
Douglas Herrmann's multimodal approachphysical conditionpsychological well-beingrepertoire of several memory-improvement techniques
Langer—mindfulness rather than mindlessness
Cognition 7e, Margaret Matlin Chapter 6
Memory StrategiesMemory Strategies
Improving Prospective MemoryImproving Prospective Memoryprospective memory—remembering what you need
to do in the future
remembering that you need to do something AND remembering the content of what you need to do
Comparing Prospective and Retrospective Memory
Retrospective Memory:
Remember content + ideas
Semantic & Episodic
Significant Research
Prospective Memory:
Remember content + action
Time- & Event-based
Involves planning + problem solving
High Ecological Validity
Distinctive encoding +
retrieval cues, ↑ accuracy.
↑ delay btw encoding
& retrieval, ↓ accuracy
Rely on frontal lobes
Visual imagery improves recall
External memory aid
Cognition 7e, Margaret Matlin Chapter 6
Memory StrategiesMemory Strategies
Research on Prospective Memory• demanding tasks and divided attention can lead to
forgetting to complete an unrelated prospective-memory task
• switching tasks can lead to forgetting a prospective-memory task later on
• disrupting a customary schema, ↑ absentmindness• use encoding specificity for where you will be when
you will need to remember to complete the prospective-memory task
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
metacognition—your knowledge and control of your cognitive processes
supervises the way you select and use your memory strategies
metamemorymetacomprehension
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Metamemory and the Prediction of Metamemory and the Prediction of Memory PerformanceMemory Performance
If you are confident about your performance on some memory task, is your memory indeed accurate?
MetacognitionMetacognition
Total-Score Basispredict total number of correct responsesforesight bias—people overestimate the number of correct
answers they will provide on a future test
Why?studying with the correct responses visible
Dunning and coauthors (2003)estimate of total score after finishing examless competent students overestimated performance
Dunning et al. (2003)
Estimated Total Score vs. Actual Total Score
0
20
40
60
80
100
Bottom Second Third Top
Actual Performance Group
% C
orr
ect
Estimated Score
Actual Score
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Metamemory on an Item-by-Item BasisMetamemory can be highly accurate when we
consider people’s predictions about which individual items they’ll remember and which ones they'll forget (judgment of learning—JoL).
word-pairs vs. more complex material
delayed judgments more accurate
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Individual Differences: Metamemory and Individual Differences: Metamemory and Adults with Attention-Deficit/Hyperactivity Adults with Attention-Deficit/Hyperactivity DisorderDisorder
People with ADHD are even more likely than other people to overestimate their total score on memory tasks.
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Individual Differences: Metamemory and Individual Differences: Metamemory and Adults with Attention-Deficit/Hyperactivity Adults with Attention-Deficit/Hyperactivity DisorderDisorder
Knouse and coauthors (2006)• metamemory item-by-item• word pairs, estimate likelihood of recall, immediate vs. delayed
JoL, ADHD and non-ADHD• people with and without ADHD did not differ in the accuracy of
their immediate judgments; both groups reasonably accurate in predicting future recall
• no group difference after delay; both groups even more accurate in predicting future recall
Cognition 7e, Margaret Matlin Chapter 6
Individual Differences: Individual Differences: Metamemory & ADHDMetamemory & ADHD
Figure 6.6a Accuracy of Predicting Which Items Will Be Correctly Recalled, When Making Judgments of Learning Immediately After Seeing a Pair
Cognition 7e, Margaret Matlin Chapter 6
Individual Differences: Individual Differences: Metamemory & ADHDMetamemory & ADHD
Figure 6.6b Accuracy of Predicting Which Items Will Be Correctly Recalled, When Making Delayed Judgments
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Take-home message:Take-home message:
People with ADHD may overestimate their total scores on a memory test. However, they are highly accurate in estimating their performance on an item-by-item basis.
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Metamemory and the Regulation of Study Metamemory and the Regulation of Study StrategiesStrategies
coordinating memory and decision makingspending more time on difficult material
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Metamemory and the Regulation of Study Metamemory and the Regulation of Study StrategiesStrategies
Allocating Time When the Task is EasyNelson and Leonesio (1988)
• examine how students distribute their study time when they can study at their own pace
• students allocated more study time for the items that they believed would be difficult to master
• students spend longer than necessary studying items they already know, and not enough time studying the items they have not yet mastered
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Allocating Time When the Task is Easy (continued)
Son and Metcalfe (2000)—students spend more time on difficult items in studies examining relatively easy material like learning pairs of words
Do students adopt a different strategy in other circumstances? Difficult material?
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Allocating Time When the Task is Difficultconceptual informationlimited study timeSon and Metcalfe (2000)
• test material—a series of eight encyclopedia-style biographies
• time pressure—only 30 minutes to study• rank the biographies in terms of difficulty• students spent the majority of their study time on the
biographies they considered easy, rather than those they considered difficult
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Allocating Time When the Task is Difficult (continued)
Other studies—when facing time pressure, students choose to study material that seems relatively easy to master
Experts concentrate their time on more challenging material, compared to novices
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
MetacomprehensionMetacomprehensionmetacomprehension—our thoughts about comprehension
Metacomprehension Accuracy• college students are not very accurate in
metacomprehension skills--fail to spot inconsistencies or missing information in a passage
• believe they have understood something because they are familiar with its general topic
• fail to retain specific information• overestimate how they will perform when tested
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Metacomprehension AccuracyPressley and Ghatala (1988)
• reading comprehension using SAT; essay followed by multiple choice questions
• students rate how certain they were that they had answered each question correctly
• little difference between estimates on correct and incorrect items
• students believed that they understood the material even when they answered the questions incorrectly
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
Metacomprehension AccuracyMaki and coauthors (1994)
metacomprehension accuracy and reading comprehension scores significantly correlated
College students with low reading ability are overconfident when they estimate their scores on a difficult reading test; high-ability students tend to be underconfident
Cognition 7e, Margaret Matlin Chapter 6
MetacognitionMetacognition
MetacomprehensionMetacomprehensionImproving Metacomprehension
pretests with feedbackread and summarizereading strategies—make connections, use imagery,
outline and summarize in your own words