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1
Kaizer, Cindy. "Strategy, use of cognitive strength, and flexibility in mathematically competent students." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64028.
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Osuji, Chinedu J. "Cognitive and metacognitive strategy use in first and second language reading comprehension." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19961/.
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This thesis explored cognitive and metacognitive strategy use in first and second language reading comprehension (RC) among Igbo native speakers who are English as Second Language (ESL) learners in Nigeria. The RC of ESL readers in Nigeria has not previously been investigated. The three studies presented in this thesis explored cognitive and metacognitive strategy use in RC performance in Igbo (study 1), the effect of L2 language proficiency and vocabulary size on the use of cognitive and metacognitive strategies in ESL reading (study 2), and the effect of cognitive and metacognitive strategy use on ESL RC (study 3), respectively. To explore cognitive and metacognitive strategy use on first language RC performance (study 1), participants did RC tasks in Igbo and completed a reading comprehension strategies (RCSs) questionnaire. Participants reported a medium usage level for ten out of the fourteen reading strategies shortlisted for the investigation. Regression analysis suggests that their RC strategy use explained a significant variance (28.6%) in the Igbo reading scores of the students. No significant difference was recorded in the participants’ reported use of cognitive and metacognitive strategies during the reading task. In study 2, in addition to doing RC tasks in English and completing an RCSs questionnaire, participants sat English language proficiency and vocabulary size tests. High vocabulary size was significantly related to high use of cognitive reading strategies, while low vocabulary size was related to low use of cognitive reading strategies. L2 language proficiency had no effect on RCS use, and reading comprehension strategy use had no effect on RC performance. In study 3, participants did another set of reading tasks and completed a RCSs questionnaire. Cognitive and metacognitive strategy use jointly had a significant positive effect on RC performance, but only metacognitive strategy use uniquely contributed significantly to RC performance. The usage levels for cognitive and metacognitive strategies distinguished high performers from low performers in the RC test, but the cognitive strategy of translation was hardly used by this group of ESL readers. The study finally drew some general conclusions by comparing results from the various studies. This study is an attempt to create awareness among teachers and students in Nigerian schools, on the effect of reading strategies on reading comprehension performance. The findings in the study may therefore contribute in changing how teachers in Nigeria teach reading, and how readers undertake the processing of written text, since it makes it clear that reading strategies, particularly metacognitive strategies substantially facilitate RC. From a theoretical point of view, this study examines the role of cognitive and metacognitive strategy use within the compensatory model of L2 reading, and assesses how they relate to knowledge sources like vocabulary knowledge in the model.
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Akyol, Gulsum. "The Contribution Of Cognitive And Metacognitive Strategy Use To Seventh Grade Students'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610326/index.pdf.
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ABSTRACT
THE CONTRIBUTION OF COGNITIVE AND METACOGNITIVE STRATEGY
USE TO SEVENTH GRADE STUDENTS&rsquoSCIENCE ACHIEVEMENT AKYOL, Gü
lsü
m M.S., Department of Elementary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Ceren TEKKAYA Co-Supervisor: Assoc. Prof. Dr. Semra SUNGUR January 2009, 97 pages The purposes of the study were to examine the differences in the level of students&rsquo
cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students&rsquo
science achievement. This study also interested in exploring the relationships between students&rsquo
background characteristics (gender, prior knowledge, socioeconomic status) and the variables including students&rsquo
cognitive and metacognitive strategy use and science achievement. The study was carried out during 2007-2008 spring semester at 15 public elementary schools in Keç
iö
ren, district of Ankara. A total of 1517 seventh grade students who were volunteers and had permission from their parents involved in the study. Data were collected through Background Characteristics Survey, Motivated Strategies for Learning Questionnaire and Science Achievement Test and analyzed by using a One-Way Repeated ANOVA, Multiple Linear Regression Analyses and a Canonical Correlation Analysis. The analyses revealed that there were significant differences in the level of students&rsquo
cognitive and metacognitive strategy use scores. Besides, elaboration and metacognitive self-regulation strategy use made a statistically significant contribution to the prediction of students&rsquo
achievement in science (p<
.05). Metacognitive self-regulation strategy use was found to be the main predictor of science achievement (beta=.11). The first canonical variate indicated that prior knowledge, mother&rsquo
s educational level, father&rsquo
s educational level, number of reading materials at home, frequency of buying a daily newspaper, presence of a separate study room, presence of a computer with internet connection at home are associated with cognitive and metacognitive strategy use and science achievement.
4
Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.
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Lee, Chongmin. "MIDDLE SCHOOL DEAF STUDENTS’ PROBLEM-SOLVING BEHAVIORS AND STRATEGY USE." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291230924.
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Godau, Claudia. "Cognitive bases of spontaneous shortcut use in primary school arithmetic." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17110.
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Aufgabengeeignete Rechenstrategien flexibel zu nutzen ist ein wichtiges Ziel mathematischer Bildung und Bestandteil der Bildungsstandards der Grundschulmathematik. Kinder sollen spontan entscheiden, ob sie arithmetische Aufgaben in üblicher Weise berechnen oder ob sie Zeit und Aufwand investieren, um nach Vereinfachungsstrategien zu suchen und diese anzuwenden. Der Schwerpunkt der aktuellen Arbeit ist, wie Schüler beim flexiblen Erkennen und Anwenden von Vereinfachungsstrategien unterstützt werden können. Kontextfaktoren werden untersucht, welche die spontane Nutzung von Vereinfachungsstrategien unterstützen und den Transfer zwischen ihnen beeinflussen. Kognitive Theorien über die Entwicklung von mathematischen Konzepten und Strategien wurden mit Erkenntnissen aus der Expertise Forschung verbunden, welche die Unterschiede in der Flexibilität zwischen Experten und Novizen offen legen. Im Rahmen der iterativen Entwicklung von mathematischen Konzepten könnte ein erfolgreiches Erkennen und Anwenden einer Vereinfachungsstrategie von Faktoren, die konzeptionelles und/oder prozedurales Wissen aktivieren, profitieren. Am Beispiel von Vereinfachungsstrategien, die auf dem Kommutativgesetz (a + b = b + a) basieren, werden drei Kontextfaktoren (Instruktion, Assoziation und Schätzen), die spontanen Strategiegebrauch unterstützen oder behindern, untersucht. Insgesamt zeigt die Dissertation, dass spontane Strategienutzung durch bestimmte Kontextfaktoren unterstützt und durch Andere behindert werden kann. Diese Kontextfaktoren können im Prinzip in der Schulumgebung gesteuert werden.Flexible use of task-appropriate solving strategies is an important goal in mathematical education and educational standard of elementary school mathematics. Children need to decide spontaneously whether they calculate arithmetic problems the usual way or whether they invest time and effort to search for shortcut options and apply them. The focus of the current work lies on how students can be supported in spotting and applying shortcut strategies flexibly. Contextual factors are investigated that support the spontaneous usage of shortcuts and influences the transfer between them. Cognitive theories about how mathematical concepts and strategies develop were combined with findings from research on expertise, which disclose differences between the flexibility of experts and novices. In line with iterativ development of mathematical concepts successfully spotting and applying a shortcut might thus benefit from factors activating conceptual and/or procedural knowledge. Shortcuts based on commutativity (a + b = b + a) are used as a test case to investigat three contextual factors (instruction, association and estimation), which support or hinder spontaneous strategy use. Overall, the dissertation shows that spontaneous strategy use can be supported by some contextual factors and impeded by others. These contextual factors can, in principle, be controlled in school environment.
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McComas, Katherine Joan. "Locomotion experience, age, familiarity, and the use of the social referencing strategy in infancy." Thesis, University of Auckland, 1989. http://hdl.handle.net/2292/2050.
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Researchers and theorists have stressed the importance of self-produced locomotion for the development of more distal forms of communication such as social referencing but this notion has not been specifically tested. Social referencing research has also been conducted exclusively in the university laboratory. Three studies examined the influence of self-produced locomotion on the development of social referencing and compared social referencing behaviour in familiar and unfamiliar settings. Social referencing was defined as occurring when, following a novel event, infants looked to a familiar adult and used the information provided by the adult to adjust their behaviour towards the event appropriately. In the first study, forty infants, half locomoting and half non-locomoting, were seen in their own homes at either 7-months (10 crawling, l0 not crawling) or 9-months (10 crawling, l0 not crawling). Testing was repeated on all infants 2 months later. Infants were videotaped in each of three maternal availability conditions (mother available; not available; or not interactive) before a remote control toy car moved toward them. Mothers were instructed to give either a positive or negative facial signal when their infant looked at them during this final phase. The infants were responsive to the availability of the mother on a number of dependent measures. Locomoting infants approached their mothers more, played with the toys less, and differed in some aspects of looking behaviour during the availability phases. During the final social referencing phase neither group consistently used the information provided by the mother to change their behaviour. A second study examined a further ten, 9-month-old infants using an identical procedure. The infants were delayed in the onset of self-produced locomotion due to surgical and immobilization procedures prescribed for club foot. This group did not differ from the normal non-crawling 9-month-olds in the availability phases of the study but did look to their mothers more quickly and vocalized less during the social referencing phase. The third study used a similar procedure and identical novel stimulus to examine 20, 11-month-old infants' social referencing behaviour in a laboratory situation. There was a significant difference between the infants who received a positive versus negative message for the contact with the car measures. When they received a negative message, infants tested in the laboratory were less likely to touch the stimulus car and touched it for a shorter time than infants of the same age and tested at home. Mothers of all infants participating in this study completed the Infant Characteristics Questionnaire. None of the infant characteristics predicted which infants would use the social referencing strategy. It is concluded that social referencing is not a strategy used extensively by 7-and 9-month old infants although social looking is common at these ages in response to new events. Locomotion experience has little effect on social referencing. Infants use information from a variety of sources to assess a new situation and 11-month-old infants are more likely to use social referencing as a strategy in an unfamiliar setting. Theoretical implications of the results are discussed in relation to the cognitive requirements of preverbal and emotional communication and the relative importance of social influences for interpreting novel events.
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Atha-Weldon, Cindy Shira Simcha. "Thought team use of a perspective-taking strategy to enhance personal problem solving while thinking, writing, or mapping /." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-05092006-161318/unrestricted/atha-weldon.pdf.
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Steitz, David W. Verhaeghen Paul. "Age differences in memory performance and strategy use for grocery items and imagery/familiarity-matched non-grocery words a study in everyday memory /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
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Yumusak, Necmettin. "Predicting Academic Achievement With Cognitive And Motivational Variables." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607582/index.pdf.
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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&rsquoachievement 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, Yerkö
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&
#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 >
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.
11
Lowe, Susan. "Cognitive strategies and school participation for students with learning difficulties." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7170.
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ABSTRACT Students with learning difficulties comprise one of the main groups of children referred for assessment to Australian occupational therapists. Teachers and parents typically express concern regarding difficulty with participation during school occupations. In particular, teachers and parents describe the cognitive aspects of participation as being a challenge. While much research has focused on the concept of participation for students with physical disabilities, little is known about the impact of cognitive dimensions of a learning difficulty on school participation. There are few ecological assessments which document difficulties with the cognitive aspects of school participation relative to the expectations of task performance. Specifically, there is a lack of standardised assessments which utilise the perspectives of teachers and parents. The initial purpose of this study was to explore the concept of participation and how students with learning difficulties used cognitive strategies to participate successfully in school occupations. The second purpose of the study was to develop a teacher and parent questionnaire that might assist in the occupational therapy assessment of the cognitive aspects of a student’s school participation. A review of the literature was motivated by the need to better understand the construct of participation and to determine how best to measure cognitive strategy use as a component of school participation. The subsequent research was then carried out in three phases. Phase One explored difficulties in school participation using a longitudinal retrospective case study of one student with a learning difficulty over 13 years. In addition, 50 teachers and 44 parents were surveyed regarding participation. Data collected from this phase formed the basis of Phase Two in which a teacher and ii parent questionnaire was constructed following principles of questionnaire construction. An instrument, PRPP@SCHOOL-Version 1(Teacher Questionnaire and Parent Questionnaire), was developed which reflected theoretical and empirical descriptions of cognitive strategies and descriptors used in an existing instrument, the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis. These questionnaires, designed to form a companion instrument to the PRPP System of Task Analysis, were trialled on 355 children, referred to a private occupational therapy clinic in Greater Western Sydney. Data were analysed to determine measurement viability. Phase Three of the study comprised reliability and validity testing on the PRPP@SCHOOL-1(TQ & PQ). Intraclass correlations indicated excellent test-retest reliability with a high level of agreement for the PQ. Content validity was determined through consumer review, peer review, and an expert panel review. Discriminant validity testing confirmed that the PRPP@SCHOOL-1(TQ & PQ) was able to differentiate between typically developing students and students with learning difficulties. Construct validity was assessed. Five factors emerged from the analysis which also demonstrated that the PRPP@SCHOOL-1(TQ & PQ) was functioning as a multidimensional measure. Findings indicated that for children in this study, participation in school occupations was undermined by challenges with inefficient cognitive strategy use. Teachers and parents were able to observe and clearly identify these difficulties using the PRPP@SCHOOL-1(TQ & PQ). This research adds a companion instrument to the PRPP System of Task Analysis in the form of teacher and parent questionnaires to be used with students who experience school participation difficulties. In so doing, the research contributes to the expansion of occupation-focused, criterion-referenced ecological instruments recommended by the profession as best practice assessment.
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Hammerstein, Svenja [Verfasser], Gerhard [Akademischer Betreuer] Büttner, Gerhard [Gutachter] Büttner, and Marcus [Gutachter] Hasselhorn. "Cognitive processes in children's strategy use in computational estimation / Svenja Hammerstein ; Gutachter: Gerhard Büttner, Marcus Hasselhorn ; Betreuer: Gerhard Büttner." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2020. http://d-nb.info/1222588943/34.
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Umbarger, A. Lynne. "Achievement Goal Orientations, Cognitive Learning Strategy Use, and Continued Professional Learning Plans of First-Year Occupational Therapy Assistant Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431119533.
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O'Leary, Allison. "Voluntary Task Switching in Children and Adults: Individual Differences in the Facilitative Effect of Choice." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1398866891.
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O'Leary, Allison Paige. "Using Scaffolding to Examine The Development of Metacognitive Monitoring and Control." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492172107513459.
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Cicekoslu, Deniz. "The Effects Of Direct And Integrated Instruction Of Cognitive And Metacognitive Reading Strategies At Awareness-raising Level On Reading Proficiency And Strategy Use." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1218197/index.pdf.
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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 &ndashSILL- (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.
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Schirda, Brittney Leigh. "Mindfulness Training and Impact on Emotion Dysregulation and Strategy Use in Multiple Sclerosis: A Pilot, Placebo-controlled, Randomized Controlled Trial." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565705935451238.
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Clements, Taylar Brooke. "The role of cognitive and metacognitive reading comprehension strategies in the reading and interpretation of mathematical word problem texts reading clinicians' perceptions of domain relevance and elementary students' cognitive strategy use." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4872.
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Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.; The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study.ID: 029809129; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 127-144).
Ed.D.
Doctorate
Education
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Lekota, K. B. "Reading comprehension strategies:the use of prior knowledge as a cognitive strategy by grade 6 learners in a primary school in the Lephalale area." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1216.
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Thesis ( M.A. (English Studies) --University of Limpopo, 2014Research shows that successful readers make use of prior knowledge. This is supported by schemata theory (Herczog & Porter, 2012; Xigo-hui, Jun & Wei-hua, 2007; Zhang 1993). In this study, the researcher intended to increase the schema of the selected sample and test the theorem. Two groups were selected as samples comprising an experimental group and a control group. The experimental group had the advantage of being exposed to a topic over a month and on the day of the test the two groups were combined and the results from the test were analysed. The outcomes showed that the experimental group out-performed the control group proving that prior knowledge increases chances of comprehension. In the initial test both groups had performed poorly. Many learners in the experimental group would have performed better if they could comprehend the English language. The students who used their schema on the experimental group did better than those who did not.
the National Research Foundation
20
Oh, Kyunghui. "Use of Reading Strategy to Assess Reading Medium Effectiveness: Application to Determine the Effects of Reading Medium and Generation in an Active Reading Task." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/51227.
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Advances in computer technology have hastened the development and dissemination of a wide range of electronic media into the workplace and educational settings. Electronic media offer many advantages, including quicker access to information and easier information sharing among professions. However, electronic reading media have still not been well integrated into these settings, especially for non-routine cognitive tasks like active reading. Conflicting results from different measures (e.g., performance, preference) have been reported regarding their efficacy. Despite the fact that there are no significant performance differences between reading from paper and reading from electronic media, people still show a preference for reading from paper and resist changes in the workplace, which often results in the abandonment of electronic reading media. Therefore, in order to maximize the potential benefits from electronic reading media, researchers and designers need more valid ways to assess the effectiveness of electronic reading media than relying on existing methods using outcome-based measures of reading. Although the act of reading is primarily a cognitive process, there are relatively few comprehensive empirical reports on how the use of different reading media impacts cognitive processes like reading strategies. Moreover, researchers have rarely considered generational differences, even though generation-specific reading practices could significantly affect readers\' current reading practices using different media.
Therefore, the overall objective of this research was to develop and evaluate a new method to test the effectiveness of reading medium in terms of supporting design and evaluation. Specifically, this research examined how reading strategies can be used as a process measure. The research consisted of three parts: (1) investigating readers\' use of reading strategies using different types of media, (2) identifying the relationship between readers\' use of reading strategies and their performance and subjective response, and (3) identifying the relationship between readers\' use of reading strategies and cognitive load. Resultant findings are expected to improve how we measure the effectiveness of electronic reading media.
First, readers\' use of reading strategies for different types of media was examined and associated generational differences were investigated. A laboratory experiment was conducted in which three generations of participants (Baby Boomers, Generation X, and Generation Y) were asked to perform an active reading task (a simulated work-related reading task) with three types of media (paper, computer, and iPad). Readers\' uses of reading strategies were identified from task observation and Retrospective Think Aloud (RTA) sessions. Quantitative analyses revealed significant differences in readers\' use of reading strategies, and which depended on both the type of media and individual attributes (generation). Detailed qualitative analyses were conducted to help explain the underlying reasons for these differences in the use of reading strategies.
Second, based on the identified reading strategies, the relationships between readers\' use of reading strategies and their performance and subjective responses were examined. Such outcome measures have traditionally been used to assess the efficacy of different reading media. However, previous studies have generated conflicting results and did not clearly demonstrate the underlying aspects that influence readers\' performance and subjective responses. The results of this study showed a clear association between readers\' use of reading strategies and their performance and subjective responses. Accordingly, it was revealed that participants who used the reading strategies they developed in their formative period exhibited higher subjective responses.
Third, again based on the identified reading strategies, the association between readers\' use of reading strategies and cognitive load was examined. Reading from electronic media has been regarded as requiring more cognitive resources than reading from paper. However, it has not been well understood precisely which aspects of reading from different media actually influence cognitive load in terms of cognitive and metacognitive perspectives. The results reported herein showed an association between reading strategies and cognitive load. Therefore, this study revealed that the use of reading strategies was critical to their cognitive load.
Overall, this research demonstrated how reading strategies could be used as process measures to assess the effectiveness of specific media for active reading activities. The way in which people interact with a text (readers\' use of reading strategies) was affected by the medium, as well as by generation-specific reading practices. The extent to which reading strategies can explain reading differences was confirmed, by investigating the associations between readers\' use of reading strategies and other measures. These findings can contribute to the design of reading media and help to determine the most suitable reading media for active reading activities (e.g., work-related reading activities). In addition, the findings also support the importance of culturally situated experience for non-routine cognitive activities and the use of an integrated approach that takes into account both cognitive and cultural aspects in designing human-computer interaction for non-routine cognitive activities.
Ph. D.
21
Wilberschied, Lee. "The relationships among a variation of immediate recall tasks and measures of L1 writing, L2 achievement, and cognitive strategy use in students of high school Spanish /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951214938385.
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Devenport, Jane M. "Use of the Power Card Strategy as an Intervention with an Elementary School Student with Asperger Syndrome: Increasing On-Task Behavior in the General Education Setting." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000496.
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El, Fenne Akram. "Une approche cognitive de la performance en PME." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1122.
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Cette thèse se propose de contribuer à la compréhension de la problématique générale de la performance, ceci par l’exploration du contenu de la vision stratégique appliquée au contexte des propriétaires-dirigeants de PME. Notre thèse émerge ainsi des observations du terrain et de son évolution, notamment les difficultés rencontrées par certaines PME pour survivre et à contrario les facteurs favorisants la réussite et la performance de certaines d’entre elles. Cette recherche s’articule ainsi autour d’un processus continu d’aller-retour entre la littérature et le terrain. Les PME représentent un des terreaux les plus propices à la recherche sur le concept de vision stratégique et sa relation à la performance. La revue de littérature fait en effet apparaitre le propriétaire-dirigeant, qualifié d’entrepreneur, comme un facteur central dans l’explication de la performance de son entreprise. Nous proposons ici une approche cognitive de la performance, approche que nous illustrons au travers des représentations de propriétaires-dirigeants de PME de leur performance. Ainsi, nous nous intéressons aux contenus des représentations véhiculées par les propriétaires-dirigeants de PME, la conception de la performance dans leur vision stratégique. Cette représentation se compose de structures émergentes des concepts reliés entre eux à l’intérieur de ces représentations. En ce sens, nous partons du principe qu’un concept ne prend vraiment sa signification que dans ses relations avec d’autres. La thèse présente son projet en termes de problématique et de méthodologie, au travers d’un processus de collecte de données, par entretiens en profondeur, sur 9 PME performantes primées à plusieurs reprises. A cet effet, nous avons utilisé la méthodologie de la cartographie cognitive qui permet d’analyser la vision stratégique comme un réseau de concepts dans une dynamique des relations les liants. Le traitement et l’analyse des données récoltées nous conduisent à proposer un modèle de lecture cognitive de la performance adapté au contexte des propriétaires-dirigeants de PME. La performance apparait comme un concept multidimensionnel, hiérarchique et dialogique. En effet dans sa PME le propriétaire-dirigeant doit faire des arbitrages entre les différents objectifs et les intérêts multiples des différents acteurs. Enfin, l’étude démontre une importance avérée aux ressources humaines et à l’ancrage territorial de son entrepriseThis thesis aims to contribute to the understanding of the general issue of performance, this by exploring the contents of the strategic vision applied to the context of SME owner-managers. Our thesis emerges from field observations and its evolution, the difficulties of some of SMEs to survive and conversely the contributing factors of success and the performance of some of them. Thus, this research revolves around an ongoing go-return process between literature and results of our field research. Concretely, we find in the SMEs one of the more conducive soils to research on the concept of strategic vision and its relationship to performance. Indeed, the owner-manager, Often described as an entrepreneur, holds in his SME a central predominant position and is one of the major internal factors to consider. Here we propose a cognitive approach to performance, we illustrate that approach through representations of owner-managers of SMEs performance. Thus, we focus on the content of the representations conveyed by the owner-managers of SMEs, the performance conception in their strategic vision, this representation consists of a emerging structures of concepts interconnected within these representations. In this sense, we assume that a concept really takes its meaning only in its relations with others. The thesis presents its problematic and methodological project, through in-depth interviews of nine performing SMEs (award winning repeatedly). To this end, we used the methodology of cognitive mapping that can analyze the strategic vision as a network of concepts in a dynamic relationship. The processing and analysis of collected data lead us to propose a model of cognitive reading of performanceadapted to the context of SME owner-managers. The performance appears as a multidimensional concept, hierarchical, and dialogical. Indeed, in its SME, the owner-manager must make trade-offs between different objectives and different interests of different stakeholders. Finally, the study demonstrates proven importance to human resources and territorial anchorage of its business
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Thomassin, Noemylle. "La relation entre mémoire de travail et cognition de haut niveau : une approche par les stratégies." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENS028/document.
Full textAbstract:
Les différences interindividuelles en mémoire de travail (MDT) ont un lien stable et largement documenté avec la performance dans les tâches de cognition de haut niveau. Dans la mesure où l'utilisation de stratégies efficaces joue un rôle aussi bien dans les tâches de MDT que de cognition de haut niveau, on peut faire l'hypothèse que les stratégies médiatisent le lien entre ces deux construits. De fait, certaines données suggèrent que le comportement stratégique au sein de tâches de cognition de haut niveau pourrait être en lien avec la capacité de MDT. L'objectif de ce travail de thèse était d'évaluer ce lien de façon plus poussée. Cette approche nous a conduit à deux résultats particulièrement significatifs. Le premier concerne le développement et la formalisation du paradigme de Hard Fall Effect (HFE), défini comme étant la chute de performance plus importante en situation de double tâche pour les participants avec une forte capacité de MDT. L'hypothèse sous-jacente à cet effet est que ces participants utilisent des stratégies afin d'améliorer leurs performances en situation de simple tâche, et que la situation de double tâche perturbe l'utilisation de ces stratégies. Au cours de ce travail, le HFE a notamment été mis en évidence dans une tâche de mémoire visuospatiale, et a pu être attribué à l'utilisation de stratégies d'encodage plus efficaces par les participants avec une forte capacité de MDT au sein de tâches de mémoire complexes. Notre second résultat significatif correspond au test direct de l'hypothèse de médiation du lien entre MDT et cognition de haut niveau par l'utilisation de stratégies efficaces en cognition de haut niveau. Nous avons montré que lorsqu'on contrôle la variance associée à l'utilisation de stratégies efficaces dans la tâche des Matrices Avancées de Raven, la relation entre capacité de MDT et intelligence fluide diminue. Dans l'ensemble, ces deux résultats permettent de renforcer l'idée selon laquelle le comportement stratégique impliqué dans les tâches de cognition de haut niveau intervient dans la relation entre MDT et cognition de haut niveauThe relationship between individual differences in working memory capacity (WMC) and high-level cognition has been extensively documented. Since efficient strategy use plays an important role in the performance of both working memory and high-level cognitive tasks, it could be the case that strategies mediate the WM-high-level cognition relationship. Importantly, it has been observed that the use of efficient strategies in high-level cognitive tasks is related to individual differences in WMC. The goal of this research work was to investigate this association between WMC and the use of efficient strategies in more detail. Firstly, we formalized a paradigm termed the Hard Fall Effect (HFE), defined as a larger decrease of performance in dual task conditions for high WMC individuals. The underlying interpretation of this effect is that these individuals use efficient strategies under simple task conditions to improve their performance, and these strategies are disrupted by dual tasking. The present work evidenced the HFE in a visuospatial memory task, and attributed the effect to the higher tendency of high WMC individuals to use efficient encoding strategies in complex memory tasks. Secondly, we provided evidence that efficient strategy use in high-level cognitive tasks partly mediates the WMC-high-level cognition relationship. More precisely, when statistically controlling the use of efficient strategies in Raven's Advanced Progressive Matrices, the WMC-fluid intelligence relationship was significantly reduced. Overall, these two results provide evidence that the use of efficient strategies in high-level cognitive tasks is involved in the WMC-high-level cognition relationship
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Laouer, Radhoine. "Une contribution à la connaissance de la relation processuelle entre la structure du conseil de surveillance et la performance de ses rôles : le cas des hôpitaux publics en France." Thesis, Bordeaux 4, 2013. http://www.theses.fr/2013BOR40011/document.
Full textAbstract:
Les théories de la Corporate Governance et la théorie de la psychologie sociale du petit groupe de prise de décision sont mobilisées afin de comprendre le mode de fonctionnement du conseil de surveillance hospitalier public et plus précisément pour tester empiriquement la relation de médiation du processus de prise de décision (les normes d’efforts, l’utilisation des connaissances et des habiletés et le confit cognitif) entre sa structure (la taille, la composition et la diversité) et la performance de ses rôles (la stratégie, le contrôle et le service). 320 questionnaires en provenance des membres des conseils de surveillance hospitaliers ont été recueillis. L’agrégation de ces réponses individuelles génère un échantillon de 159 conseils de surveillance hospitaliers publics. Les résultats des tests des hypothèses du modèle de recherche confirment le fait que la structure du conseil de surveillance n’influence pas la performance de ses rôles. Les normes d’efforts affectent positivement la performance des rôles .Seules les normes d’efforts et l’utilisation des connaissances et des habiletés médiatisent partiellement la relation processuelle entre la structure et la performance des rôlesCorporate governance theories and the theory of the psychology of the small decision making group are used in order to understand the functioning mode of the public hospital supervisory board and specifically to test empirically the mediating relationship of the decision making process (Efforts norms, use of skills and knowledge and cognitive conflict) between the structure of the public hospital supervisory board (size, composition and diversity) and the performance of its roles (strategy ,control and service).320 questionnaires answered by the supervisory board members were collected. The aggregate of those individual responses generated 159 public hospital supervisory boards. The results of the hypothesis test of the model show that the supervisory board structure doesn’t influence the performance role of the supervisory board. Efforts norms influence positively the performance of its roles. Only the use of knowledge and skills, and efforts norms mediate the process relationship between the public hospital supervisory board structure and the performance of its roles
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Feng, Min. "Mieux comprendre les réponses des managers de proximité face au techno-stress : une perspective critique." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE3017.
Full textAbstract:
L'utilisation omniprésente des technologies de l'information et de la communication (TIC) peut créer du "techno-stress ". L'objet général de cette thèse est d'examiner le cas de la spécificité du phénomène de techno-stress chez les managers de proximité (MP), comprendre leurs réponses au techno-stress et analyser les stratégies d'adaptation qui sont envisagées. La question de recherche est donc : " comment les managers de proximité gèrent leur portefeuille TIC dans un contexte de techno-stress ? ". Afin de mieux répondre à cette question, nous construisons cette thèse sur articles en trois études de compréhension et d'adaptation informationnelle sur la gestion du portefeuille TIC chez les managers : 1) lors de la première phase, nous examinons le cas de la spécificité du phénomène du techno-stress pour les managers de proximité dans une approche quantitative. 2) dans la deuxième phase, nous établissons une étude dans l'optique d'identifier les stratégies d'adaptation (coping strategy) par une perspective interactionnelle (SAI) du manager de proximité pour faire face au techno-stress. Une étude de cas multiple sur trois sociétés représentatives est alors mise en place. 3) Enfin, lors de la dernière phase, nous veillons à comprendre les effets des stratégies des adaptations interactionnelles pour lutter contre le techno-stress en post-adoption dans une étude de recherche-intervention. Ces trois phases d'analyse nouent un lien entre les effets du techno-stress, la compréhension des réponses du MP face au techno-stress et l'analyse des stratégies d'adaptation interactionnelle en post-adoption avec une perspective critiqueThe ubiquitous use of information and communication technologies (ICTs) can create "techno-stress". The general purpose of this thesis is to examine the case of the specificity of the techno-stress phenomenon in the proximity managers, to understand the responses of the proximity managers on techno-stress, to analyze the adaptation strategies that are considered. The initial question is how proximity managers manage their ICT portfolio in a techno-stress environment? To better answer to this question, we are building on this thesis by three items comprehension studies and adaptation infringement on managing ICT portfolio among managers: 1) first phase, we examine the case of the specificity of the techno-stress by proximity managers in a quantitative approach. 2), second phase, we establish an analysis with a view to identify adaptation strategies infringement by proximity managers to face the techno-stress. A multiple case study on three representative companies set up 3), in the final phase, we ensure to understand the effects of infringement coping strategies to fight against techno-stress in post-adoption perspective and under a context of intervention research. These three phases of analysis tie together the effects of techno-stress, understanding PM's responses to techno-stress and analyzing post-adoption interactional adaptation strategies with a critical perspective
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"Strategy use and basic arithmetic cognition in adults." Thesis, 2010. http://hdl.handle.net/10388/etd-10042010-115445.
Full textAbstract:
Arithmetic cognition research was at one time concerned mostly with the representation and retrieval of arithmetic facts in memory. More recently it was found that memory retrieval does not account for all single digit arithmetic performance. For example, Canadian university students solve up to 40% of basic addition problems using procedural strategies (e.g. 5 + 3 = 5 + 1 + 1 + 1). Given that procedures are less efficient than direct memory retrieval it is important to understand why procedure use is high, even for relatively skilled adults. My dissertation, therefore, sought to expand understanding of strategy choice for adults’ basic arithmetic. Background on this topic and supporting knowledge germane to the topic are provided in Chapter 1.
Chapter 2 focused on a well-known, but unexplained, finding: A written word problem (six + seven) results in much greater reported use of procedures (e.g., counting) than the same problem in digits (6 + 7). I hypothesized that this could be the result of a metacognitive effect whereby the low surface familiarity for word problems discourages retrieval. This was tested by familiarizing participants with a subset of the written word stimuli (e.g. three + four = ?, six + nine= ?) and then testing them on unpractised problems comprised of practiced components (four + six = ?). The result was increased retrieval reported for unpractised problems with practiced components. This indicates that surface familiarity contributes to strategy choice.
Chapter 3 focused on another classic phenomenon in the arithmetic cognition literature, the problem size effect: Response time, error, and procedure rates increase as a function of problem size. A previous study reported a reduced problem size effect for auditory multiplication problems compared to digit problems. I hypothesized that if this reduction was due to problem encoding processes rather than an effect on calculation per se, then a similar pattern would be observed for addition. Instead, I found that the size effect for addition was larger. I concluded that the auditory format promotes procedures for addition, but promotes retrieval for multiplication.
Chapters 4 and 5 were concerned with a well-known methodological issue in the strategy literature, subjectivity of self-reports: Some claim self-reports are more like opinions than objective measures. Thevenot, Fanget, and Fayol (2007) ostensibly solved this problem by probing problem memory subsequent to participants providing an answer. They reasoned that after a more complex procedure, the memory for the original problem would become degraded. The result would be better memory for problems answered by retrieval instead of by procedure. I hypothesized that their interpretation of their findings was conflated with the effect of switching tasks from arithmetic to number memory. I demonstrated that their new method for measuring strategy choice was contaminated by task switching costs, which compromises its application as a measure of strategy choice (Chapter 4). In a subsequent project (Chapter 5), I tested the sensitivity of this new method to detect the effects of factors known in the literature to affect strategy choice. The results indicated that Thevenot et al.’s new method was insensitive to at least one of these factors. Thus, attempts to control for the confounding effects of task switching described in Chapter 4, in order to implement this new measure, are not warranted.
The current dissertation expanded understanding of strategy choice in four directions by 1) demonstrating that metacognitive factors cause increases in procedure strategies, 2) by demonstrating that the process of strategy selection is affected differentially by digit and auditory-verbal input, 3) by investigating the validity of an alternative measure of strategy use in experimental paradigms, and 4) by discovering a critical failure in the sensitivity of this new measure to measure the effects of factors known to influence strategy use. General conclusions are discussed in Chapter 6.
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"The use of analogy as a cognitive strategy in spelling." Tulane University, 1991.
Find full textAbstract:
Age-related differences in the strategies (analogic vs. phonic) children use to spell new words were examined. Thirty-eight third-graders and 36 sixth-graders re-spelled nonsense syllables (pseudowords) in as many ways as possible. Analogic vs. phonic strategies were determined through children's reports. Half were then instructed on how to use an analogic strategy on this re-spelling task. The children then re-spelled a second set of pseudowords. Plausibility (accuracy) of re-spellings was also examined. Both age groups increased analogic strategy use after training (p =.016). No developmental difference was found in use of the analogic strategy. The older children generated more plausible spellings than the younger ones (p $<$.001), and children who had received training generated more than those who had not (p =.0003). Although most of the plausible spellings were produced via phonic strategies, children who received analogy training used the analogic strategy on more of their plausible spellings than did controls (p =.001). Findings suggest that children can and do use analogy effectively in spelling new wordsacase@tulane.edu
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Dias, Olga Alexandra Coelho Lopes. "Adaptação da escala Reading Strategy Use para a população Portuguesa." Master's thesis, 2013. http://hdl.handle.net/1822/25484.
Full textAbstract:
Dissertação de mestrado integrado em Psicologia (área de especialização em Psicologia Escolar e da Educação)A presente investigação apresenta a adaptação de uma escala de estratégias de leitura (Pereira-Laird & Deane, 1997) para a população portuguesa. A RSU - Reading Strategy Use é uma medida de avaliação de estratégias cognitivas e metacognitivas, constituída por 22 itens. A amostra utilizada é constituída por 428 alunos. Os resultados da análise fatorial confirmatória apontam para uma estrutura com dois fatores, ainda que alguns dos indicadores de ajustamento tenham apresentado resultados inferiores aos critérios de referência. Os valores de consistência interna são adequados. As estratégias de leitura apresentam correlações estatisticamente significativas com a compreensão da leitura e com os resultados em Língua Portuguesa. Os sujeitos do sexo feminino tendem a usar mais estratégias de leitura, cognitivas e metacognitivas que os do sexo masculino. São discutidas as implicações dos resultados e apontadas algumas das limitações do estudo e questões a abordar em investigações futuras
This research presents the adaptation of a scale of reading strategies (Pereira-Laird & Deane, 1997) for the Portuguese population. The RSU - Reading Strategy Use is a measurement of cognitive and metacognitive strategies, consisting of 22 items. The sample is composed of 428 students. The results of confirmatory factor analysis show a structure with two factors, but with some fit indicators with results lower than the reference criteria. The internal consistency values are appropriate. The reading strategies exhibit statistically significant correlations with reading comprehension and the results in the Portuguese language exams. The female participants tend to use more reading strategies, cognitive and metacognitive than the male. We discuss the implications of the results, some of the limitations of the study and issues to be approach in future investigations.
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Pagar, Dana Lenore. "The effects of a grouping by tens manipulative on children's strategy use, base ten understanding and mathematical knowledge." Thesis, 2013. https://doi.org/10.7916/D89Z9C3S.
Full textAbstract:
Manipulatives have the potential to be powerful tools in helping children improve their number sense, develop advanced mathematical strategies, and build an understanding of the base ten number system. Physical manipulatives used in classrooms, however, are often not designed to promote efficient strategy use, such as counting on, and typically do not encourage children to perceive higher-order units in multi-digit numbers. The aim of this study was to closely examine the affordances of a novel grouping by tens virtual manipulative. Seventy-nine first grade students were randomly assigned to one of two math software comparison groups or a reading software control group. In the math comparison groups, children received scaffolding and feedback while playing a computerized enumeration game that required them to use the novel grouping by tens manipulative. Children in the Transformation group used a manipulative that transformed from a unitized to a continuous model, while children in the Unitized group used a manipulative that remained discrete. Researchers recorded children's strategy use and accuracy when determining how many objects appeared on the screen, and the data were examined microgenetically. Children's counting on abilities, base ten understanding, and number sense were tested at posttest to examine group differences. The results showed that using the transforming manipulative significantly improved children's ability to count on at posttest. The math software also improved girls' base ten understanding at posttest. Children who used the math software in both conditions improved in their advanced strategy use and accuracy over time. These findings suggest that virtual manipulatives have the potential to improve children's strategy use and base ten understanding in ways that physical manipulatives may not. Suggestions for future research are discussed.
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Yang, Zi-Yun, and 楊紫雲. "An Investigation of Cognitive Learning Styles and Strategy Use in EFL Reading Comprehension among University Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/65095998942944762074.
Full textAbstract:
碩士義守大學
應用英語學系碩士班
98
During the past years, individual differences in learning and instruction have been a significant focus in the field of language education research. Relevant individual factors might affect the learning results, including learning styles and strategy use. In order to increase learners’learning effectiveness,teachers should take students’individual differences into consideration in their curriculum design. Understanding students’ preferred learning styles and strategy use would be beneficial and effective for both teachers and students. The purpose of this study was to investigate College students’ preferred cognitive learning styles and frequently used reading strategies in EFL reading courses. Seven hundred and thirty-one college students participated in this study. The instruments for data collection were College Students’Learning Style Preference Questionnaire and College Students’Reading Strategy Use Questionnaire. The learning styles were divided into six categories: visual, verbal, active, reflective, sensing and intuitive learning styles. The reading strategies were categorized into three groups: metacognitive, cognitive and social/affective strategies. The result showed that students used metacognitive strategy more frequently than social/affective strategy and cognitive strategy. For the preferred learning style, the most popular learning style was reflective style, followed by visual learning style and active learning style. Furthermore, some correlations were found among different categories of learning styles and reading strategies. Pedagogical implications were briefly discussed based on the findings of this study.
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Song, Jayoung. "The effects of anxiety on Korean ESL learners’ reading strategy use and reading comprehension." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1477.
Full textAbstract:
This study investigated the effects of foreign language reading anxiety on Korean ESL learners’ reading strategy use and reading comprehension. Data were collected from
forty-five Korean students who were enrolled in either ESL programs or graduate programs at UT. The students took the foreign language reading anxiety scale (FLRAS) followed by a background questionnaire. Based on their FLRAS scores, six participants who were classified as high, mid, and low anxiety were invited to an individual reading study. Various types of data were collected from a reading comprehension task, a strategy inventory for reading comprehension, the Cognitive Interference Questionnaire, and
interviews. The results showed that there is a fair amount of FL reading anxiety among Korean ESL learners. Although it seems at first glance that reading in a FL is not anxietyprovoking, the result indicated that it can indeed arouse anxiety in some learners due to distinct features of FL texts including a different orthography, textual organizations, and cultural topics. In addition, the results of reading processing of six participants representing different anxiety levels indicated that anxiety can affect learners’ reading processing in terms of their strategy use and cognitive interference. The results showed that highly anxious students who were occupied with off-task thoughts tended to use more local strategies while less anxious students employed more global strategies and background knowledge strategies. Lastly, the highly anxious students showed lower reading comprehension scores than their less anxious peers, suggesting that anxiety can play a detrimental role not only in reading processing but also in comprehension.text
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Huang, Cong-Hao, and 黃琮皓. "The Role of Cognitive Styles, Locus of Control and Self-efficacy in Digital Reading Strategy Use and Performance: An Eye-tracking Study." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/pxy2ej.
Full textAbstract:
碩士國立臺灣科技大學
數位學習與教育研究所
105
The present study aimed at exploring the roles of Holistic/Serialistic cognitive styles, locus of control, and self-efficacy in digital reading strategy use and performance. Senventy three college students from a vocational university in northern Taiwan participated in this study. Questionnaires were utilized to investigate the participants’ characteristics (e.g. cognitive styles, locus of control, self-efficacy). Also, the participants’ reading behaviors were recorded via eye-tracking system. Both quantitative and qualitative methods were used to examine the hypotheses. The results indicated that (1) no significant difference in the width-first reading strategy (e.g. hierarchical overview) between Holists and Serialists. (2) There was a significant difference in selective reading strategy use, such as reading of headlines, between Holists and Serialists, but no difference was found in reading important contents between the two groups. (3) Locus of control did not predict digital reading strategies and performance. (4) Self-efficacy did not predict digital reading strategies, but it positively predicted reading performance significantly. (5) Both width-first and selective reading strategies (e.g. reading headlines and important contents) positively predicted reading performance. Suggestions for teaching and future research were provided.
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"THE EFFECTS OF DIRECT AND INTEGRATED INSTRUCTION OF COGNITIVE AND METACOGNITIVE READING STRATEGIES AT AWARENESS-RAISING LEVEL ON READING PROFICIENCY AND STRATEGY USE." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1218197/index.pdf.
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Tsai, Tsung-ting, and 蔡宗廷. "Investigating the relationship between cognitive learningstyles, motivation and strategy use in Business English course:A comparison between English majors and Business majors ofSouthern Taiwan University." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/69422004861522881386.
Full textAbstract:
碩士南台科技大學
應用英語系
98
The purpose of this study aimed to investigate Applied English and International Trade majors’ separately preferred cognitive learning style, learning strategy use, learning motivation and to explore the relationship among the three factors in Business English courses in a university of technology. 203 Applied English majors and 197 International Trade majors completed the survey. This survey used in this study was composed of four sections: (1) The first section was used to gather the subjects’ background information; (2) Cognitive Style Survey (Kolb, 1985; Dunn & Dunn, 1989) was employed to discover the subjects’ cognitive learning style preferences; (3) Strategy Inventory for Language Learning (Oxford, 1989) was used to assess the subjects’ language learning strategies and (4) Attitude/ Motivation Test Battery (Gardner, 2004) was used to assess the subjects’ learning motivation. In this study, the data were calculated and analyzed by means of descriptive analyses, Independent Samples T test, Paired Samples T test, One-Way ANOVA and Pearson product-moment correlation. The findings of this study were as follows: 1. Applied English and International Trade majors in Business English courses preferred emotion style more than the other two styles; social style was the least preferred while learning Business English. Besides, subjects in different academic levels were inclined to emotion style. 2. Applied English and International Trade majors employed metacognitive strategies in learning Business English whereas social strategy was the least used strategy. Moreover, subjects in different academic levels used metacognitive strategies more frequently than the others. 3. As for learning motivation, Applied English majors were possibly instrumentally motivated in Business English courses. Integrative motivation and instrumental motivation were equivalent importance for International Trade majors. In addition, sophomore and junior students were possibly instrumentally oriented, while senior students held integrative motivation in Business English learning. 4. As reported Pearson’s analysis, it indicated that overall cognitive style preference, overall learning strategy use and overall learning motivation achieved significantly positive correlation. Social style preference, however, had no correlation with Instrumental motivation. Compensation and Affective strategies are found to have no significant correlation with Instrumental motivation.
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Arundine, April. "Cognitive Behaviour Therapy after Acquired Brain Injury: An Investigation of the Benefits for Emotional Well-being, Coping Strategy Use, and Community Integration at 6-Months Post-Treatment." Thesis, 2009. http://hdl.handle.net/1807/18150.
Full textAbstract:
Objectives: To demonstrate that at 6-months post-cessation of cognitive behaviour therapy (CBT) adapted for acquired brain injury (ABI), (1) patients maintain psychological benefits, (2) coping strategy selection improves, (3) community integration is enhanced, and (4) benefits are observed in both face-to-face and telephone administrations. Methods: Participants. Seventeen ABI patients with elevated psychological distress. Outcome Measures. Pre-treatment, post-treatment and 6-month follow-up performance on the Symptom Checklist-90-revised (SCL-90-R), Depression, Anxiety Stress Scales (DASS-21), Community Integration Questionnaire (CIQ) and the Ways of Coping-Revised Questionnaire (WOC-R). Procedures. Eleven CBT sessions provided in group, face-to-face format or individually by telephone. Results: For face-to-face and telephone groups, psychological distress was significantly reduced from pre-treatment to 6-months follow-up: DASS-21 (t16= 7.32, p <.000); SCL-90-R (t16= 6.22, p <.000). Community integration (t16= -6.15 p<.000) and problem-focused coping (t16= -3.67, p<.01) were also significantly enhanced. Conclusion: CBT adapted for patients with ABI carries robust benefits even 6-months after treatment.
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Zong-Ting, Tsai, and 蔡宗廷. "Investigating the relationship between cognitive learning styles, motivation and strategy use in Business English course: A comparison between English majors and Business majors of Southern Taiwan University." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/43242186905973523214.
Full textAbstract:
碩士南台科技大學
應用英語系
98
The purpose of this study aimed to investigate Applied English and International Trade majors’ separately preferred cognitive learning style, learning strategy use, learning motivation and to explore the relationship among the three factors in Business English courses in a university of technology. 203 Applied English majors and 197 International Trade majors completed the survey. This survey used in this study was composed of four sections: (1) Demographic information was used to gather the subjects’ background information; (2) Cognitive Style Survey (Kolb, 1985; Dunn & Dunn, 1989) was employed to discover the subjects’ cognitive learning style preferences; (3) Strategy Inventory for Language Learning (Oxford, 1989) was used to assess the subjects’ language learning strategies and (4) Attitude/ Motivation Test Battery (Gardner, 2004) was used to assess the subjects’ learning motivation. In this study, the data was calculated and analyzed by means of descriptive analyses, Independent Samples T test, Paired Samples T test, One-Way ANOVA and Pearson product-moment correlation. The findings of this study were as follows: 1. Applied English and International Trade majors in Business English courses preferred emotion style more than the other two style preferences; social style preference was the least preferred while learning Business English. Besides, subjects in different academic levels were inclined to emotion style. 2. Applied English and International Trade majors employed metacognitive strategies in learning Business English whereas social strategy was the least used strategy. Moreover, subjects in different academic levels used metacognitive strategies more frequently than the others. 3. As for learning motivation, Applied English majors were possibly instrumentally motivated in Business English courses. Integrative motivation and instrumental motivation were equivalent importance for International Trade majors. In addition, sophomore and junior students were possibly instrumentally oriented, while senior students held integrative motivation in Business English learning. 4. As reported Pearson’s analysis, it indicated that overall cognitive style preference, overall learning strategy use and overall learning motivation achieved significantly positive correlation. Social style preference, however, had no correlation with Instrumental motivation. Compensation and Affective strategies are found to have no significant correlation with Instrumental motivation.
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Čeplová, Zuzana. "Vztah mezi obecným inteligenčním faktorem g, širokými kognitivními schopnostmi a pracovní pamětí." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-295997.
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This thesis deals with the relationship between Working Memory, Working Memory Span tasks and general factor g and Broad cognitive abilities. Measured constructs are introduced in the theoretical part, with their evolution, various methods of their measurement and studies investigating the relation between them. The empirical part of the research has been conducted to verify the relationship between Working Memory and general intelligence factor g. It has been done to reveal the relationship between Working Memory Span tasks and Broad cognitive abilities as well. The question concerning the influence of the use of strategy while performing the automatic version of Working Memory Span tasks has been investigated as well.
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LING, WU HUI, and 吳慧玲. "A Study of Strategy Use Playing Games to Improve Children's Cognition of Color." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/41120252304980143113.
Full textAbstract:
碩士華梵大學
工業設計學系碩士班
102
Abstract A beautiful day starts when the sun shines all over the world and the color comes along with it. The incomparable colors of nature have brought a wonderful life to us, which would certainly turn into a boring and unattractive way if it would lack these colors. Therefore, color is closely related to our lives. I have deeply felt the importance of color to preschool children. The present research "How to use games to improve children's cognition of color" is focused on the experience of teachers and children. The study employs the action research method, which focuses on children aged 4 to 5, with teacher-designed activities which are suitable to children's abilities. The teaching method of the games is evaluated on the basis of games such as sensory games, imitative play, imagination games, construction games and experiment games. By collecting children's different kind of works and exchanging with them about their own level of satisfaction for the various games, the individual improvement of their studying could be monitored. The research has the following results: 1.The course design is not only based on color in teaching, but also gradually improves children's abilities for cognition of color. 2.In research, we find out that children make a big progress in drawing sketches and using different kind of colors by playing games related to color, furthermore their painting skill improves clearly. 3.The teachers, who are involved in this research, are learning as well. By gathering more information about different kinds of theories about color, teachers improve their understanding of colors and development of children's cognition for color, which really helps teachers to set up clearer teaching concept and methods. Key words: Cognition of color, Games strategy, Preschool children
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Pilon, Guillaume. "Influence des capacités cognitives et du niveau d’incertitude sur l’utilisation d’information sociale chez le diamant mandarin." Thesis, 2020. http://hdl.handle.net/1866/24420.
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Plusieurs organismes ont besoin d’information à propos de la valeur des alternatives afin de prendre la meilleure décision dans plusieurs contextes importants tels que l’approvisionnement, le choix d’un habitat ou d’un partenaire de reproduction. L’utilisation d’information sociale qui provient des congénères est généralement considérée comme avantageuse, dans la mesure où elle est peu couteuse à acquérir. Cependant, elle peut s’avérer néfaste lorsque celle-ci est incorrecte, désuète ou émise par un émetteur malhonnête dans le but de duper. Ainsi, deux questions cruciales se posent lorsque qu’un organisme a accès à de l’information sociale : quand copier ? et qui copier ? Parmi plusieurs autres facteurs, les capacités cognitives des individus pourraient affecter leur probabilité de copier et d’être copié. Spécifiquement, un individu ayant de bonnes capacités d’apprentissage serait plus certain de son information personnelle et devrait de ce fait moins utiliser l’information sociale qu’un individu moins performant. Les démonstrateurs ayant de meilleures aptitudes (en termes par exemple de capacité à résoudre de nouveaux problèmes) devraient également être considérés comme plus fiables et, de ce fait, être copiés préférentiellement. Afin de tester ces deux hypothèses, nous avons effectué une expérience avec des diamants mandarins (Taenyopigia guttata), dans laquelle les sujets pouvaient copier le choix de 2 démonstrateurs qui leur procuraient tous les deux une information sociale contradictoire à leur information personnelle mais différaient dans leur capacité à résoudre un problème. Les sujets étaient par la suite testés dans une tâche d’apprentissage associatif. À l’encontre de nos hypothèses, les individus plus performants dans la tâche d’apprentissage n’ont pas utilisé l’information sociale moins souvent que ceux qui ont eu besoin d’un grand nombre d’essais pour atteindre le critère d’apprentissage. Par contre, nous avons trouvé que les sujets qui avaient une préférence plus marquée utilisaient moins l’information sociale que ceux qui avaient fait un choix plus aléatoire. De plus, les individus qui ont utilisé l’information sociale ont copié plus fréquemment le choix du démonstrateur qui avait été observée en train de réussir une tâche de résolution de problème plutôt que celui qui avait échoué. Ainsi notre étude démontre que les diamants mandarins évaluent la pertinence de l’information personnelle et social en considérant leur niveau d’incertitude et les performances cognitives des démonstrateurs dans une tâche de résolution de problème.Animals frequently rely on others’ choice to decide with whom to mate or what to eat. Because social information use may lead to maladaptive decisions, individuals should not rely on social information unconditionally. In particular, reliance on social information should be more frequent when uncertainty about how to behave is high, and hence in individuals with poor learning abilities. When individuals who are copied provide contradictory social information, social learners should also preferentially copy the decisions of the most reliable model, and so, for instance, better-performing models in cognitive tasks. Here we conducted an experiment with zebra finches (Taeniopygia guttata) on which we measured (i) the preference for three colored feeders before and after they had received conflicting information from two models that respectively succeeded or failed to resolve a novel problem and (ii) the performance on an associative learning task. We found no evidence that individuals that were quicker to learn a new association relied less on social information compared to slower learners. Yet, the birds who exhibited a stronger initial preference used social information to a lesser extent compared to those who showed a less pronounced preference. Furthermore, we found that individuals copied more frequently the choice of the problem-solver over the non-solver model. Thus, our findings demonstrate that zebra finches weight personal and social information based on their level of uncertainty and the models’ performance in cognitive tasks.
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LIU, LUN-JYH, and 劉倫志. "Analysis of Undergraduates Test-takers’ Metacognitive and Cognitive Strategy Uses, and ability level in Reading Comprehension Performance of Computer-Based Tests: A Modifier SEM and Multiple-group SEM Approach." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fv42g6.
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碩士國立高雄科技大學
應用外語系
107
The study compares the use of metacognitive and cognitive learning strategies with test-takers’ text comprehension and lexical grammatical competence to the test performance in English reading comprehension of junior and senior undergraduates in both genders and the engineering and management colleges through a questionnaire. A total of 151 participants responded to the 38 items of the metacognitive and cognitive learning strategy questionnaire and the 55 items of the simulated TOEIC reading comprehension test, including the text comprehension section (8 items in Skimming and scanning and 12 items in Reading in depth) and lexical-grammatical section (13 items in Banked cloze and 22 items in Multiple-choice cloze). The participants were considered in two groups: the engineering group (N=80) and the management group (N=71), Male group (N=80) and male group (N=71). Furthermore, the framework of structural equation modeling (SEM) was applied based on the literature review, and multiple-group SEM analysis was used to compare the use of learning strategies with test-takers’ ability level and the performance on the reading comprehension tests between the two groups of genders and colleges. The hypothesized SEM for this study was acceptable, and the results showed the metacognitive learning strategy and cognitive learning uses were well defined by the test-takers of the final exam, and their ability of text comprehension and understanding of lexical grammar correlated with the learning strategy used. Another result of the modifier SEM (ability level as a moderator variable) indicated that the female group used learning strategies more well defined than the male group did and that the female group’s learning strategy use led to more effective reading comprehension performance than did that of the male group. The other result of the modifier SEM (ability level as moderator variable) showed that test-takers from the management college applied learning strategies more well defined than the test-takers from the engineering college did. Furthermore, the test-takers from the engineering college performed well-measured in the skimming and scanning of the text comprehension section and the multiple-choice cloze section of the lexical-grammatical section, and the test-takers from the management college performed well-measured in the text comprehension and lexical-grammatical sections. These findings contribute to a better understanding of cognitive and metacognitive learning strategies for language testing as well as for the future education of language learners and instructors.
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Deschênes, Marie-France. "L’apprentissage du raisonnement clinique infirmier par une stratégie éducative numérique basée sur la concordance de scripts." Thesis, 2020. http://hdl.handle.net/1866/24248.
Full textAbstract:
Cette thèse doctorale porte sur l’apprentissage du raisonnement clinique infirmier (RCI) par une stratégie éducative numérique qui s’appuie sur la notion de la concordance de scripts. Elle repose sur un devis de recherche multiméthode visant le développement, la mise à l’essai et l’évaluation de la stratégie éducative auprès d’étudiants au premier cycle de formation universitaire en sciences infirmières à l’Université de Montréal. La thèse, qui comporte cinq chapitres, est rédigée selon le mode de présentation par articles.
L’étude a été orientée par un cadre de référence incluant la théorie des scripts relevant des sciences cognitives de l’apprentissage et l’approche pédagogique de compagnonnage cognitif. Un devis de recherche multiméthode intégrant un devis de recherche-développement, une étude descriptive qualitative et une étude de cas multiples a été privilégié. Des experts collaborateurs (n = 5), des experts-panélistes (n = 12) et des étudiants (n = 45) ont participé à l’étude.
Les résultats montrent que l’approche de recherche-développement a contribué à bonifier l’élaboration de la stratégie éducative numérique basée sur la concordance de scripts (SENBCS) et à assurer sa validation. Globalement, les étudiants ont apprécié la SENBCS, notamment la rétroaction variée et formative d’experts et l’opportunité d’apprendre la priorisation des hypothèses infirmières. L’intégration d’un devis descriptif a soutenu l’identification des stratégies d’apprentissage chez les étudiants lors de l’utilisation de la SENBCS. Les résultats montrent que les étudiants ont sollicité certaines stratégies d’apprentissage cognitives de traitement et d’exécution des données ainsi que des stratégies métacognitives d’autorégulation. Les résultats de l’étude de cas multiples montrent que les étudiants mettent en évidence certains processus cognitifs du RCI, à l’aide des vignettes du test de concordance de scripts (TCS) et de la pensée à voix haute, notamment : la représentation précoce d’une situation clinique, la transformation sémantique des données et la confrontation d’hypothèses.
La SENBCS améliore la visibilité des savoirs d’experts, lesquels sont absents dans une classe traditionnelle ou même en stage clinique. Cela constitue une avancée certaine que de considérer l’apport des stratégies éducatives numériques dans les programmes de formation universitaire en sciences infirmières ou dans d’autres programmes pour soutenir le développement du raisonnement clinique. L’étude a permis de mettre à profit une riche documentation scientifique entourant l’élaboration de la SENBCS. Les résultats informent au regard de son utilisation efficiente afin qu’elle soit complémentaire à d’autres stratégies éducatives pour soutenir plus globalement la complexité de l’apprentissage du RCI.
Des retombées pour les cinq domaines de la pratique infirmière sont générées par cette étude, elles offrent certaines pistes qui pourraient favoriser l’apprentissage du RCI. L’une d’elles vise à favoriser l’articulation des connaissances et de solliciter fréquemment des microjugements pour confronter et différencier des hypothèses relevant de l’incertitude de la pratique clinique, sous-entendant des apprentissages par couches successives.This doctoral thesis focuses on learning clinical reasoning in nursing using a digital educational strategy based on the notion of script concordance. The thesis is based on a multi-method research design aimed at developing, testing and evaluating an educational strategy for undergraduate students in nursing at the University of Montreal. The thesis, which has five chapters, is written according to the mode of presentation by journal articles. This study was guided by a framework based on script theory, from cognitive science, and the pedagogical approach of cognitive companionship. A multi-method research design integrating a research-development approach, a descriptive qualitative study and a multiple case study was used. Collaborative experts (n=5), expert panellists (n=12) and students (n=45) participated in the study. The results show that the research-development approach enriched the development of a digital education strategy based on script concordance (DESBCS) while ensuring its validation. Overall, students appreciated the DESBCS, especially the varied and formative feedback received from experts while learning how to prioritize nursing hypotheses. A descriptive qualitative study design facilitated the identification of student learning strategies. Results demonstrate that when using a DESBCS, students used certain cognitive apprenticeship strategies for data processing and execution as well as for metacognitive self-monitoring. The results from the multiple case study show that students practised certain cognitive processes of clinical reasoning in nursing, using the vignettes from the script concordance test (SCT) and a think aloud approach, in particular: the early representation of a clinical situation, the semantic transformation of data and the confrontation of hypotheses. The DESBCS improves the visibility of expert knowledge usually absent in a traditional class or even in clinical training. It is a definite advancement to consider the contribution of digital educational strategies in university nursing education programs, or in other programs, to support the development of clinical reasoning. This study highlights the use of a wealth of scientific documentation surrounding the development of DESBCS. Study results inform instructors about effective DESBSC use to make it complementary to other educational strategies by supporting the complexities of learning clinical reasoning in nursing. Implications for the five domains of nursing practice emerge from this study and offer avenues to promote learning and development of clinical reasoning in nursing. One of these aims to promote knowledge articulation and the frequent solicitation of microjudgments to confront and differentiate hypotheses that arise from the uncertainty of clinical practice, implying learning in successive layers.