Relevant bibliographies by topics / Metamemory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Metamemory'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Metamemory"

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Schneider, Wolfgang, Joachim Kérkel, and Franz Weinert. "The Effects of Intelligence, Self-Concept, and Attributional Style on Metamemory and Memory Behaviour." International Journal of Behavioral Development 10, no. 3 (1987): 281–99. http://dx.doi.org/10.1177/016502548701000302.

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The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behaviour relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 150 children from each of grades 3 and 5 were given a metamemory interview and a sort-recall task. Metamemory, strategy, and recall scores increased with age. Causal modelling (LISREL) analyses using latent variables were conducted to assess the effects of the constructs intelligence and "hope of success" (i.e., the attributional and self-concept
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Cornoldi, Cesare, Camilla Gobbo, and Giuliana Mazzoni. "On Metamemory-Memory Relationship: Strategy Availability and Training." International Journal of Behavioral Development 14, no. 1 (1991): 101–21. http://dx.doi.org/10.1177/016502549101400106.

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In the present study, a metamemory assessment procedure measuring a general level of metamemory was proposed. The procedure used a storyplot type of structure. On the basis of the metamemory score, different age group children were divided into high and low metamemory subgroups. In Experiment 1, the performance of high metamemory and low metamemory children differed significantly when the demand of the memory task fell within children's knowledge of memory, supporting the validity of the procedure. It did not differ in Experiment 2, when the memory task required the use of a more sophisticated
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Kelley, Timothy, Michael J. Serra, and Tyler Davis. "Toward a Neurocognitive Understanding of the Algorithms That Underlie Metamemory Judgments." Zeitschrift für Psychologie 228, no. 4 (2020): 233–43. http://dx.doi.org/10.1027/2151-2604/a000421.

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Abstract. Neurocognitive research on metamemory thus far has mostly focused on localizing brain regions that track metacognitive judgments and distinguishing metacognitive processing from primary cognition. With much known about the localization of metamemory in the brain, there is a growing opportunity to develop a more algorithmic characterization of the brain processes underlying metamemory. We briefly review some current neurocognitive metamemory research, including relevant brain regions and theories about their role in metamemory. We review some computational neuroimaging approaches and,
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Chua, Elizabeth F., Daniel L. Schacter, and Reisa A. Sperling. "Neural Correlates of Metamemory: A Comparison of Feeling-of-Knowing and Retrospective Confidence Judgments." Journal of Cognitive Neuroscience 21, no. 9 (2009): 1751–65. http://dx.doi.org/10.1162/jocn.2009.21123.

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Metamemory refers to knowledge and monitoring of one's own memory. Metamemory monitoring can be done prospectively with respect to subsequent memory retrieval or retrospectively with respect to previous memory retrieval. In this study, we used fMRI to compare neural activity during prospective feeling-of-knowing and retrospective confidence tasks in order to examine common and distinct mechanisms supporting multiple forms of metamemory monitoring. Both metamemory tasks, compared to non-metamemory tasks, were associated with greater activity in medial prefrontal, medial parietal, and lateral pa
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Mahmoud Ismaiel, Nasrah. "The Impact of Metamemory on the EFL Students` Achievement at Taif University." International Journal of Applied Linguistics and English Literature 6, no. 7 (2017): 300. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.300.

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The purpose of the current research is to scrutinize the relationship between metamemory and EFL learners` achievement. The participants were 250 first year university students who were chosen from a large sample of the preparatory year Science and Humanities streams at Taif University, Taif, Saudi Arabia. The objective of the research is twofold: (a) to assess whether metamemory can predict English language skills achievement (listening, speaking, reading, and writing, and (b) to assess if there exist notable discrepancies between male and female students and the different academic streams (t
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Wu, Gang, Ping Liu, Jing Zhang, et al. "Cognitive Function and Medication Adherence in Older Adults With H-Type Hypertension: The Mediating Effect of Metamemory." Journal of Gerontological Nursing 50, no. 6 (2024): 44–52. http://dx.doi.org/10.3928/00989134-20240503-03.

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Purpose: Medication adherence in adults with H-type hypertension plays a crucial role in lowering blood pressure and treating complications. Cognitive function has been identified as a significant influencing factor for medication adherence, whereas excessive levels of homocysteine can impair cognitive function. Metamemory, which is influenced by cognitive function, also affects medication adherence. However, the complex relationship among these factors remains poorly understood among adults with H-type hypertension. Therefore, we hypothesize that metamemory serves as a mediator for the impact
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Van der Keilen, Marguerite, and Run-Min Zhou. "Metamemory and Memory Performance in Belgian and Canadian Elementary School Children: A Comparative Study." Journal of Cognitive Education and Psychology 5, no. 3 (2006): 251–65. http://dx.doi.org/10.1891/194589506787382413.

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The authors investigated the influence of different educational approaches on metamemory and memory performance and their relationship. Canadian and Belgian children in grades four, five, and six were compared on these measures. Belgian children scored higher than Canadian children on metamemory limited to knowledge of common memory problems; however, no difference was found between the two groups in memory performance. Possible reasons for this discrepancy are discussed. With advancing grades, knowledge of strategies was the aspect of metamemory showing significant improvement. The relationsh
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Highnam, Cliff, and Kellie Martin. "Metamemory Skills." Journal of Childhool Communication Disorders 10, no. 2 (1987): 107–18. http://dx.doi.org/10.1177/152574018701000202.

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Kuhlmann, Beatrice G., David J. Frank, and Daniel Danner. "Louder = Larger = Clearer." Zeitschrift für Psychologie 228, no. 4 (2020): 296–300. http://dx.doi.org/10.1027/2151-2604/a000427.

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Abstract. Past research found robust metamemory illusions about the effects of font type, word-pair identity, volume, and font size on memory that are assumed to share a common cause, such as fluency. The current study simultaneously assessed all four metamemory illusions from vignettes alongside items assessing the belief that fluency benefits memory and that more is generally better. The typical metamemory illusions replicated in all samples. Confirmatory factor and structural equation modeling confirmed that at least the perceptual metamemory illusions (font type, volume, font size) can be
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Voloshyna, Viktoriia. "´SOMETHING SIMILAR I’VE ALREADY LEARNED, THUS I EASILY WILL REMEMBER IT!´: THE EASE-OF-PROCESSING HEURISTIC AS A SOURCE IN METAMEMORY JUDGMENTS UNDER PROACTIVE INTERFERENCE CONDITION." Problems of Psychology in the 21st Century 8, no. 2 (2014): 184–94. http://dx.doi.org/10.33225/ppc/14.08.184.

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In line with some metamemory literature, people are unable to predict the influence of interference on their metacognitive ability to prognosticate future memory performance (Eakin, 2005). However, according to other researchers, there are certain circumstances in which an individual can predict the factors that restrict access to the target information in memory (Maki, 1999; Diaz & Benjamin, 2011). Henceforth, this study is aimed at investigating the ease of processing heuristics as a source of errors on the meta-level in terms of proactive interference (PI), as well as the conditions und
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Dissertations / Theses on the topic "Metamemory"

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Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.

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Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 t
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Claffey, Austin M. "Metamemory in multiple sclerosis." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4513.

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The concept of metamemory proposes that supplementary to typically measured memory abilities, memory monitoring and control processes are used to optimise learning. Accurate memory monitoring appears to be underpinned by a range of cognitive, and possibly affective, contributions. In populations with these deficits, metamemory has been shown to be impaired. In Multiple Sclerosis (MS), only a limited metamemory literature exists, surprising given that MS is a leading cause of disability among people of working age, and cognitive and mood disorder is common. Using structural equation modelling,
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Farrant, Annette. "Metamemory in children with autism." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267107.

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MacDonald, Mary Ann. "Memory and metamemory in hyperactive children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30999.

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Memory and metamemory were examined in 30 hyperactive and 30 nonhyperactive children matched on age, grade, and IQ (as measured by the Vocabulary and the Block Design subtests of the WISC-R), within the context of a broad range of tasks. The five tasks investigated in this study were: (a) a prospective memory task, (b) a feeling-of-knowing task, a visual retention task, (c) a word generation task, (d) and (e) an object span and recall task. Previous research has demonstrated considerable variability in the performance of hyperactive children on memory tasks. They have been shown to perform as
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Chan, Sui-yu Catherine. "Children's metamemory, study strategies and performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29784554.

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Leonesio, R. Jacob. "Memory and metamemory for personal experience /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9144.

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Wojcik, Dominika Zofia. "Metamemory in children with autism spectrum disorder." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574625.

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ASD is a neurodevelopmental disorder which primarily affects social interaction and communication. However, a growing literature has also identified some episodic memory difficulties in this group (e.g.: free recall, autobiographical memory, recollection). A plausible reason ·for this is that people with ASD lack the metacognitive mechanisms necessary for efficient memory. Hitherto, few studies have assessed metamemory (awareness of one's own memory) in ASD. The novelty of the current thesis was thus to compare performance of children with ASD to typically developing children on metacognitive
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Jönsson, Fredrik. "Olfactory Metacognition : A Metamemory Perspective on Odor Naming." Doctoral thesis, Uppsala University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5821.

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<p>Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the
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Pirolli, Ann (Ann Josephine) Carleton University Dissertation Psychology. "The relationship between metamemory and memory through adulthood." Ottawa, 1990.

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McGlynn, Susan Mary. "Metamemory and frontal lobe function in the elderly." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185946.

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Several measures were used to investigate age differences in metamemory, and to examine the relation between metamemory and frontal lobe function in the elderly. Three age groups were included in the study to address these issues: a Young Control group (18-30 yrs); a Young-Old group (60-75 yrs); and an Old-Old group (76-90 yrs). Metamemory was assessed in two ways. Subjects completed the Metamemory in Adulthood questionnaire (MIA; Dixon, Hultsch, & Hertzog, 1988), and subjects were asked to predict their performance on a variety of memory tasks that provided information both about awareness of
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Books on the topic "Metamemory"

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John, Dunlosky, and Bjork Robert A, eds. Handbook of metamemory and memory. Psychology Press, 2008.

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Johansson, Boo. Memory and memory measurement in old age: Memory structure, context and metamemory. Institute of Gerontology, 1985.

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Kimberley, E. D. Some comparative studies of auditorily and visually presented memory tasks: Strategic behaviours, and metamemory : implications for the development of reading. University of East Anglia, 1991.

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Dunlosky, John, and Keith W. Thiede. Metamemory. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195376746.013.0019.

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Efklides, Anastasia. Metamemory and Affect. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.1.

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Research in the last decade has produced growing evidence on relations of metamemory with affect, particularly in a self-regulation framework. The chapter presents an overview of empirical evidence suggesting that (a) affect (e.g., mood, stimulus emotionality) can have an impact on metamemory, and particularly on metacognitive experiences such as feeling of difficulty, mental effort, or confidence; (b) metacognitive experiences can have an impact on affect (e.g., feeling of not knowing can trigger curiosity); and (c) cognitive events or states (e.g., interruption) can trigger both affective an
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Izaute, Marie, and Elizabeth Bacon. Metamemory in Psychopathology. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.20.

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This chapter explores the degree to which various psychopathologies influence metamemory. The literature suggests such patients suffer different impairment patterns rather than global, nonspecific impairments of metamemory processes and the memory-metamemory relationships: Depressed patients present memory and metamemory difficulties; obsessive-compulsive patients appear to suffer from metamemory impairments rather than memory disturbances. ADHD patients suffer more from control process impairments than from monitoring deficits. Patients with autism present metamemory and memory difficulties t
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Soderstrom, Nicholas C., Carole L. Yue, and Elizabeth Ligon Bjork. Metamemory and Education. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.6.

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Metamemory refers to one’s knowledge and understanding of how learning and memory operate, as well as the interplay between the monitoring and controlling of one’s own memory and learning. This chapter reviews and evaluates the current state of metamemory research—basic, applied, and survey—with respect to its educational implications. Among the relevant aspects of metamemory discussed are the growing number of findings that, although people’s beliefs and ongoing assessments of their own learning can be sometimes quite accurate, they can also be very much at odds with their actual learning and
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Washburn, David A., Michael J. Beran, and J. David Smith. Metamemory in Comparative Context. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.21.

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Demonstrations of animal memory were among the earliest experimental results obtained in psychology, but investigations of whether animals show metacognitive competencies are relatively new. Such investigations require innovative paradigms in which uncertainty can be created and empirically validated, methods by which nonverbal organisms can indicate their recognition of confidence or uncertainty, and systematic inquiry to determine whether such responses are externally, associatively generated or are subjective and metacognitive. This third point requires particular attention to balance compe
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Chua, Elizabeth Findlay. Neural underpinnings of metamemory. 2008.

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Dunlosky, John, and Robert A. Bjork. Handbook of Metamemory and Memory. Taylor & Francis Group, 2008.

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Book chapters on the topic "Metamemory"

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Schneider, Wolfgang, and Michael Pressley. "Metamemory." In Springer Series in Cognitive Development. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-9717-5_5.

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Perryman, Sean, and Adam J. Woods. "Metamemory." In Encyclopedia of Gerontology and Population Aging. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_706-1.

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Haseltine, Elizabeth, and Brielle James. "Metamemory." In Encyclopedia of Animal Cognition and Behavior. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-55065-7_1848.

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Haseltine, Elizabeth, and Brielle James. "Metamemory." In Encyclopedia of Animal Cognition and Behavior. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-47829-6_1848-1.

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Perryman, Sean, and Adam J. Woods. "Metamemory." In Encyclopedia of Gerontology and Population Aging. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_706.

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Schneider, Wolfgang. "The Development of Metamemory." In Memory Development from Early Childhood Through Emerging Adulthood. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09611-7_9.

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Arango-Muñoz, Santiago, and Kourken Michaelian. "From Collective Memory … to Collective Metamemory?" In Minimal Cooperation and Shared Agency. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29783-1_12.

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Saraiva, Renan Benigno. "Intersections between metamemory and eyewitness testimony." In The Future of Forensic Psychology. Routledge, 2022. http://dx.doi.org/10.4324/9781003308546-4.

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Chua, Elizabeth F., Denise Pergolizzi, and R. Rachel Weintraub. "The Cognitive Neuroscience of Metamemory Monitoring: Understanding Metamemory Processes, Subjective Levels Expressed, and Metacognitive Accuracy." In The Cognitive Neuroscience of Metacognition. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-45190-4_12.

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Izaute, Marie, and Elisabeth Bacon. "Metamemory in Schizophrenia: Monitoring or Control Deficit?" In Trends and Prospects in Metacognition Research. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_7.

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Conference papers on the topic "Metamemory"

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Simensen, Thea, Wenche ten Velden Hegelstad, Lina Livsdatter, and Gerit Pfuhl. "Preserved metamemory and subjective costs of searching in Schizophrenia." In 2019 Conference on Cognitive Computational Neuroscience. Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1154-0.

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Fernando Caro, Manuel, Jovani Alberto Jimenez, and Alberto Manuel Paternina. "Architectural modeling of metamemory judgment in case-based reasoning systems." In 2012 XXXVIII Conferencia Latinoamericana En Informatica (CLEI). IEEE, 2012. http://dx.doi.org/10.1109/clei.2012.6427152.

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Yamato, Yusuke, Reiji Suzuki, and Takaya Arita. "Evolution of metamemory ability by artificial neural networks with neuromodulation." In The 2019 Conference on Artificial Life. MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00202.

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Yamato, Yusuke, Reiji Suzuki, and Takaya Arita. "Evolution of metamemory ability by artificial neural networks with neuromodulation." In The 2019 Conference on Artificial Life. MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00202.xml.

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Jon-Chao, Hong, and Hwang Ming-Yueh. "Comparing the Judgment and Accuracy of English Vocabulary Tests Relevant to Metamemory Practice." In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. http://dx.doi.org/10.1109/icalt.2017.156.

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Yamato, Yusuke, Reiji Suzuki, and Takaya Arita. "Design and preliminary results of a joint metamemory experiment for the evolution of co-representation." In The 2023 Conference on Artificial Life. MIT Press, 2023. http://dx.doi.org/10.1162/isal_a_00699.

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De Sola, Ignacio Sifre, Nieves Pérez-Mata, and Margarita Diges. "THE EFFECT OF THE INSTRUCTIONS ON FACE RECOGNITION: ACCURACY AND EYE MOVEMENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact104.

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"The present experiment examines how instructions (absolute judgement vs. relative judgement) affect the performance in simultaneous lineups (present perpetrator and absent perpetrator). To find out whether the participants really followed the instructions, their eye movements were recorded when they faced the photo lineup. Sixty participants (44 women and 16 men) took part in the experiment. Overall, the results showed that participants with absolute judgement instructions made significantly less inter-photograph comparisons than those with relative judgement instructions. In the present perp
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Sladoje Bošnjak, Biljana M. "Metakognitivne sposobnosti djece predškolskog uzrasta." In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.439sb.

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Research reports that there are certain signs of metacognitive processes at preschool age. Wellman (Wellman, 1985; after: Ковач-Церовић, 1998), for example, finds that children during the third year of life talk about some mental states in a way that indicates a real understanding of the basic nature of the psyche. They (Schneider &amp; Lockl, 2002) link the development of metacognition to the development of declarative metamemory: childrenʼs understanding of terms such as know, think, remember, and forget. From the age of four, memory verbs can be used to describe exact mental states. The aim
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Katzmann, Alexander, Alexander Muhlberg, Michael Suhling, Dominik Norenberg, and Horst-Michael Gros. "Deep Metamemory - A Generic Framework for Stabilized One-Shot Confidence Estimation in Deep Neural Networks and its Application on Colorectal Cancer Liver Metastases Growth Prediction." In 2019 IEEE 16th International Symposium on Biomedical Imaging (ISBI). IEEE, 2019. http://dx.doi.org/10.1109/isbi.2019.8759505.

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