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Journal articles on the topic 'Metamemory'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

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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3

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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6

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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8

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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9

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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Ly, Timothy, Rebecca Allen, Jeanne Cundiff, and Jason DeCaro. "CONTEXTUALIZING HOW DAILY DISCRIMINATION EXPERIENCES IMPACT EVERYDAY METAMEMORY." Innovation in Aging 7, Supplement_1 (2023): 1158–59. http://dx.doi.org/10.1093/geroni/igad104.3717.

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Abstract Examining day-to-day responses to everyday stressors, such as discrimination, contextualizes how cognitive aging trajectories may vary across the lifespan. Furthermore, recent research investigating stress-induced impairment of metamemory may address the relationship between discrimination experiences and cognitive impairment. This study sought to articulate the association between daily experiences of discrimination and impaired metamemory across the lifespan, as defined by the number of subjective cognitive complaints, using data collected from the Midlife in the United States Refre

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van Terheyden, Samantha, Mary Godfrey, Gabriel Loud, et al. "40 Metamemory performance of children with ADHD in comparison to typically developing children." Journal of the International Neuropsychological Society 29, s1 (2023): 647–48. http://dx.doi.org/10.1017/s1355617723008159.

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Objective:Metamemory is an aspect of metacognition that is one's knowledge of memory and understanding of their own memory performance (Kreutzer et al., 1975). Executive function skills are foundational skills required for the development of metamemory in early school-age children (Lockl & Schneider, 2007; Lecce et al., 2015). Previous studies have suggested children with Attention-Deficit/Hyperactivity Disorder (ADHD) may have weaker study and organizational strategies, suggesting weaker metamemory skills (O'Neill & Douglas, 1991; Voelker et al., 1989). The current study aimed to exam

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13

West, John T., and Neil W. Mulligan. "Prospective metamemory, like retrospective metamemory, exhibits underconfidence with practice." Journal of Experimental Psychology: Learning, Memory, and Cognition 45, no. 12 (2019): 2224–38. http://dx.doi.org/10.1037/xlm0000708.

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Brandt, Michelle, Raquel Luiza Santos de Carvalho, Tatiana Belfort, and Marcia Cristina Nascimento Dourado. "Metamemory monitoring in Alzheimer’s disease A systematic review." Dementia & Neuropsychologia 12, no. 4 (2018): 337–52. http://dx.doi.org/10.1590/1980-57642018dn12-040002.

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ABSTRACT Metamemory is the awareness of one’s own knowledge and control of memory, and refers to the online ability to gather information about the current state of the memory system. Objective: Metamemory is one’s own knowledge and control of memory. A systematic review was performed to identify the types of tasks used for evaluating metamemory monitoring, the stimuli used in these tasks, their limitations and the outcomes in people with Alzheimer’s disease (PwAD). Methods: This systematic review followed PRISMA methodology. A search of Pubmed, Scopus and Web of Science electronic databases w

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Т.Б., Хомуленко, та Бурейко Н.О. "ОСОБЛИВОСТІ МЕТАПАМ'ЯТІ У СТУДЕНТІВ-БІЛІНГВІВ". Вісник Харківського національного педагогічного університету імені Г.С. Сковороди "Психологія", № 55 (18 березня 2017): 296–306. https://doi.org/10.5281/zenodo.400692.

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The article presents the author's theoretical, methodological and experimental de-velopments of new psychological research of metamemory features among bilingual students. The data concerning an individual’s metamnemonic processes are analyzed and summarized. The three main profiles of bilingual students are characterized. The results of the research of metamemory features in bilingual students with different levels of speech activity self-evaluation are offered. The place and features of connection between the type of bilingualism and the level of metamemory development among the bilinguals u

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Godfrey, Mary, Samantha van Terheyden, Gabriel Loud, et al. "11 The Psychometric Characteristics of a Novel Metamemory Questionnaire for Children." Journal of the International Neuropsychological Society 29, s1 (2023): 529–30. http://dx.doi.org/10.1017/s1355617723006823.

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Objective:Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e., declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e., procedural metamemory; Kreutzer et al., 1975). Previous researchers have examined children's metamemory through interviews and found that metamemory abilities are positively associated with age and performance on memory measures (see Godfrey et al., 2022 for review). However, there is not yet a standardized measure to evaluate children's metamemory. The curr

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Lee, Jae-Kyu, Gi-Eun Lee, Renan Benigno Saraiva p, Robert A. Nash p, Lorraine Hope p, and Jang-Han Lee. "Validation of Korean Version of Eyewitness Metamemory Scale." Korean Data Analysis Society 26, no. 2 (2024): 707–23. http://dx.doi.org/10.37727/jkdas.2024.26.2.707.

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This study validated the Eyewitness Metamemory Scale, developed for the specific context of eyewitness identification, under Korean conditions. Data from 362 participants between the ages of 19 and 60 were subjected to item analysis, factor analysis, convergent and discriminant validity and reliability using the original 35 items. After extraction, 25 items were retained, 10 items were removed and 3 new items were added. Factor analysis confirmed the three-factor structure of the Korean version, which reflected the original scale and achieved a reasonable model fit. Adequate convergent and dis

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18

Hayashi, Atsuko. "Evaluation of Episodic and Lexical Metamemory and Executive Function in Healthy Older Adults." Innovation in Aging 5, Supplement_1 (2021): 700. http://dx.doi.org/10.1093/geroni/igab046.2623.

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Abstract In older adults, it is important to maintain awareness of memory as well as memory performance. However, it is not clear whether the awareness of episodic and lexical memory changes with age and is related to self-evaluation of memory and executive function. Here age-related changes and the relationship between metamemory, executive function, and metamemory scale were investigated. Healthy old (n=40) and young (n=34) groups participated in this study. In the episodic memory task, participants were asked to memorize ten Kanji words and to estimate the number of words they could recall

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Colvin, Leigh E., Matteo Malgaroli, Silvia Chapman, Anna MacKay-Brandt, and Stephanie Cosentino. "Mood and Personality Characteristics are Associated with Metamemory Knowledge Accuracy in a Community-Based Cohort of Older Adults." Journal of the International Neuropsychological Society 24, no. 5 (2018): 498–510. http://dx.doi.org/10.1017/s1355617717001345.

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AbstractObjectives:Emerging work reveals the neuroanatomic changes that compromise metacognition; however, little is known about the impact of premorbid factors. Research suggests that psychological variables influence the perception of cognition, but whether they influence the accuracy of those perceptions (i.e., metacognition) has not been directly examined.Participants and Methods:Using Latent Class Analysis (LCA), we tested for discrete personality (NEOFFI) and mood (STAI, BDI-II, and GDS) classes among a community-based cohort of 151 older adults, enrolled in the NKI-Rockland study. Metam

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Suchow, J. W., D. Fougnie, and G. A. Alvarez. "Visual working metamemory." Journal of Vision 12, no. 9 (2012): 348. http://dx.doi.org/10.1167/12.9.348.

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HOOD, BERNADETTE, and DOROTHY BRUCK. "Metamemory in narcolepsy." Journal of Sleep Research 6, no. 3 (1997): 205–10. http://dx.doi.org/10.1046/j.1365-2869.1997.00044.x.

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22

Schneider, Wolfgang, John G. Borkowski, Beth E. Kurtz, and Kathleen Kerwin. "Metamemory and Motivation." Journal of Cross-Cultural Psychology 17, no. 3 (1986): 315–36. http://dx.doi.org/10.1177/0022002186017003005.

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Pruteanu, Alice, and Alina Chiracu. "Metacognition and Metamemory." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 29 (October 19, 2023): 267–85. http://dx.doi.org/10.18662/upasw/29/79.

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The discovery and theoretical development of metacognition has been an important step in cognitive research in recent decades. Metacognition performs several functions, identifying three major categories of it: Metamemory and metacomprehension, problem solving, critical thinking. Although this taxonomy cannot cover the many types of metacognition, it nevertheless reflects the extensive role of the process in important cognitive contexts.

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Daurat, Agnès, Nathalie Huet, and Michel Tiberge. "Metamemory Beliefs and Episodic Memory in Obstructive Sleep Apnea Syndrome." Psychological Reports 107, no. 1 (2010): 289–302. http://dx.doi.org/10.2466/10.13.20.22.pr0.107.4.289-302.

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This study assessed metamemory and its role in actual episodic memory performance in 26 patients with obstructive sleep apnea syndrome and 27 healthy controls. Metamemory knowledge and memory beliefs were assessed using the Metamemory Inventory in Adulthood. Episodic memory performance was investigated with the Remember/Know paradigm. Subjective sleepiness was evaluated. Patients underwent a polysomnographic assessment. In contrast to the control group's more stable memory beliefs, patients self-assessed their memory as declining across time, and felt more anxious about their memory. There was

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Fandakova, Yana, Diana Selmeczy, Sarah Leckey, et al. "Changes in ventromedial prefrontal and insular cortex support the development of metamemory from childhood into adolescence." Proceedings of the National Academy of Sciences 114, no. 29 (2017): 7582–87. http://dx.doi.org/10.1073/pnas.1703079114.

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Metamemory monitoring, or the ability to introspect on the accuracy of one’s memories, improves considerably during childhood, but the underlying neural changes and implications for intellectual development are largely unknown. The present study examined whether cortical changes in key brain areas hypothesized to support metacognition contribute to the development of metamemory monitoring from late childhood into early adolescence. Metamemory monitoring was assessed among 7- to 12-y-old children (n = 145) and adults (n = 31). Children returned for up to two additional assessments at 8 to 14 y

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Balashov, Eduard, Ihor Pasichnyk, and Ruslana Kalamazh. "Self-Monitoring and Self-Regulation of University Students in Text Comprehension." PSYCHOLINGUISTICS 24, no. 1 (2018): 47–62. http://dx.doi.org/10.31470/2309-1797-2018-24-1-47-62.

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Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characteri

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Ruiz, Marcos, and Cristobal Arroyo. "JOLer: A Java standalone application for simulating the Weaver & Kelemen's judgment of learning (JOL) model." Anales de Psicología 32, no. 3 (2016): 893. http://dx.doi.org/10.6018/analesps.32.3.224401.

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<p style="text-indent: 1.5cm; margin-top: 0.4cm; margin-bottom: 0cm; line-height: 200%; widows: 2; orphans: 2;" align="JUSTIFY"><span style="color: #000000;"><span style="font-family: Arial,sans-serif;"><span style="font-size: medium;">To assess <em>judgment of learning</em> (JOL) accuracy in metamemory, researchers have to measure how much the metamemory judgments adjust to the participant's memory-test performance. Absolute accuracy or <em>calibration</em> is the average correspondence between JOL and memory performance. Metamemory relative acc

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Simon, Sharon Sanz, Renata Thomas Ávila, Gilson Vieira, and Cássio Machado de Campos Bottino. "Metamemory and aging: Psychometric properties of the Brazilian version of the Multifactorial Memory Questionnaire for elderly." Dementia & Neuropsychologia 10, no. 2 (2016): 113–26. http://dx.doi.org/10.1590/s1980-5764-2016dn1002007.

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ABSTRACT Metamemory measures provide subjective memory information and are relevant to investigate memory ability in aging. However, there is a lack of metamemory instruments available in Brazil. Objective: The aim of this study was to examine the psychometric properties of the Brazilian version of the Multifactorial Memory Questionnaire (MMQ), which evaluates different dimensions of subjective memory functioning, such as Feelings, Abilities and Strategies used in everyday life. Methods: The MMQ was translated into Portuguese and administered to 30 Brazilian elderly subjects. The participants

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Ly, Timothy, Jeanne Cundiff, Jason DeCaro, and Rebecca Allen. "REIMAGINING AGING: EXAMINING THE IMPACT OF LIFETIME DISCRIMINATION EXPERIENCES ON EVERYDAY METAMEMORY." Innovation in Aging 6, Supplement_1 (2022): 823. http://dx.doi.org/10.1093/geroni/igac059.2959.

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Abstract Lifetime and recent experiences of discrimination (based on race, gender, religion, sexual orientation, etc.) contribute to impaired performance on cognitive assessments. However, the underlying mechanism by which discrimination negatively impacts cognition is unclear. Recent research investigating stress-induced impairment of metamemory may address the relationship between discrimination experiences and cognitive impairment. The aim of this study was to determine the relationship between lifetime experiences of discrimination, especially recent experiences, and everyday metamemory fr

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Zortea, Maxciel, Graciela Inchausti de Jou, and Jerusa Fumagalli de Salles. "Memory monitoring and memory control in chronic stroke patients Dissociated processes." Dementia & Neuropsychologia 13, no. 1 (2019): 44–52. http://dx.doi.org/10.1590/1980-57642018dn13-010005.

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ABSTRACT. Memory problems are common in stroke patients, although little is known about how accurately chronic stroke patients can monitor and control memory processes. Objective: The performance of memory and metamemory in stroke patients and healthy controls were investigated, as well as dissociation between performances. Methods: 10 adults with right hemisphere lesion (mean [M] age=53.2 [SD=9.7]), 10 with left hemisphere lesion (M age=60.4 [SD=6.6]) and 20 healthy participants (M age=56.5 [SD=9.3] with no neurological disease, matched for sex, age and years of education participated in a mu

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Howard, Charlotte E., Pilar Andrés, and Giuliana Mazzoni. "Metamemory in Temporal Lobe Epilepsy: A Study of Sensitivity to Repetition at Encoding." Journal of the International Neuropsychological Society 19, no. 4 (2013): 453–62. http://dx.doi.org/10.1017/s1355617712001646.

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AbstractThe purpose of the current study was to determine whether the level of metacognitive sensitivity previously observed in global Judgments-of-Learning (JOLs) in temporal lobe epilepsy (TLE) patients could also be established when making item-by-item JOLs. Fourteen TLE patients and 14 control participants were compared on a memory task where 39 semantically unrelated word pairs were presented at three different levels of repetition. Thirteen word pairs were assigned to each level. A combined JOL and Feeling-of-Knowing (FOK) task was used to examine metamemory monitoring and control proces

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Henry, Lucy A., and Tricia Norman. "The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children." International Journal of Behavioral Development 19, no. 1 (1996): 177–99. http://dx.doi.org/10.1177/016502549601900113.

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This study investigated the relationships between metamemory, the use of simple memory strategies and memory performance in children aged 4 to 5 years. Children carried out two memory tasks (memory span for pictures, free recall of toys), and their recall and use of strategies while carrying out these tasks was recorded. They also completed two metamemory tasks: predicting memory performance and responding to a nonverbal questionnaire concerning knowledge about memory-relevant variables. The metamemory questionnaire scores were significant predictors of memory performance in both tasks. In add

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Wiese, Jack, Mary Godfrey, Samantha van Terheyden, et al. "12 The Development of a Pediatric Metamemory Questionnaire and Scoring Procedure." Journal of the International Neuropsychological Society 29, s1 (2023): 530–31. http://dx.doi.org/10.1017/s1355617723006835.

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Objective:To create a standardized scoring procedure to evaluate open-ended responses as part of a novel questionnaire (Measure of Metamemory; MoM) designed to assess declarative metamemory in youth. Metamemory is an aspect of metacognition that is one’s knowledge of the factors related to storage and retrieval of information (Flavell 1971; Kreutzer et al., 1975), and includes both declarative metamemory (i.e., one’s knowledge about factors influencing memory) and procedural metamemory (i.e., one’s understanding of their own memory performance).Participants and Methods:Fourteen short vignettes

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Drigas, Athanasios, Eleni Mitsea, and Charalabos Skianis. "Metamemory: Metacognitive Strategies for Improved Memory Operations and the Role of VR and Mobiles." Behavioral Sciences 12, no. 11 (2022): 450. http://dx.doi.org/10.3390/bs12110450.

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Memory is one of the most vital cognitive functions, affecting almost all aspects of human life. Meta-memory is considered a special part of metacognition that enables humans to acquire mnemonic knowledge and meta-skills to take control of their memory functions. In the digital era, the use of mobile applications to improve memory is constantly gaining ground, while virtual reality is considered a promising technology for memory rehabilitation. The current study aimed to present a metamemory framework based on eight fundamental principles of metacognition. The theoretical model is complemented

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Young, Kymberly D., Zehra F. Peynicioĝlu, and Timothy J. Hohman. "Revelation effect in metamemory." Psychonomic Bulletin & Review 16, no. 5 (2009): 952–56. http://dx.doi.org/10.3758/pbr.16.5.952.

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KAWANO, RIE. "Metamemory in Older Adults." Japanese Journal of Educational Psychology 47, no. 4 (1999): 421–31. http://dx.doi.org/10.5926/jjep1953.47.4_421.

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Maki, Ruth H., and Sharon Swett. "Metamemory for narrative text." Memory & Cognition 15, no. 1 (1987): 72–83. http://dx.doi.org/10.3758/bf03197713.

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Carr, Martha, and John G. Borkowski. "Metamemory in Gifted Children." Gifted Child Quarterly 31, no. 1 (1987): 40–44. http://dx.doi.org/10.1177/001698628703100109.

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Beatty, William W., and Nancy Monson. "Metamemory in multiple sclerosis." Journal of Clinical and Experimental Neuropsychology 13, no. 2 (1991): 309–27. http://dx.doi.org/10.1080/01688639108401046.

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O'shea, Marie F., Michael M. Saling, and Peter F. Bladin. "Can metamemory be localized." Journal of Clinical and Experimental Neuropsychology 16, no. 4 (1994): 640–46. http://dx.doi.org/10.1080/01688639408402675.

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Alameer, Raad Alhasan. "From Neuromemory to Metamemory." International Journal of Humanities and Social Science Invention 13, no. 12 (2024): 57–83. https://doi.org/10.35629/7722-13125783.

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Souchay, Céline. "Metamemory in Alzheimer's Disease." Cortex 43, no. 7 (2007): 987–1003. http://dx.doi.org/10.1016/s0010-9452(08)70696-8.

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ALLWOOD, CARL MARTIN, PÄR ANDERS GRANHAG, and ANNA-CARIN JONSSON. "Child witnesses' metamemory realism." Scandinavian Journal of Psychology 47, no. 6 (2006): 461–70. http://dx.doi.org/10.1111/j.1467-9450.2006.00530.x.

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Shaddock, Ann, and Marie Carroll. "Influences on metamemory judgements." Australian Journal of Psychology 49, no. 1 (1997): 21–27. http://dx.doi.org/10.1080/00049539708259846.

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O’Sullivan, Julia T., and Mark L. Howe. "Metamemory and Memory Construction." Consciousness and Cognition 4, no. 1 (1995): 104–10. http://dx.doi.org/10.1006/ccog.1995.1011.

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Kelly, Amy, Marie Carroll, and Giuliana Mazzoni. "Metamemory and reality monitoring." Applied Cognitive Psychology 16, no. 4 (2002): 407–28. http://dx.doi.org/10.1002/acp.803.

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Schaper, Marie Luisa, and Ute J. Bayen. "The metamemory expectancy illusion in source monitoring affects metamemory control and memory." Cognition 206 (January 2021): 104468. http://dx.doi.org/10.1016/j.cognition.2020.104468.

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Goodman, Caryn R., and Steven H. Zarit. "Ecological Measures of Cognitive Functioning: A Validation Study." International Psychogeriatrics 7, no. 1 (1995): 39–50. http://dx.doi.org/10.1017/s1041610295001839.

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Observed cognitive decline in the elderly has been widely reported in the literature. The relation of experimental cognitive ability measures to real-world cognitive competence has been questioned. This research examines the validity of English-language versions of two measures of everyday competency: the Memory in Reality test involving object placement recall and the Coin Test, a money-sorting task. The measures were developed as part of a Swedish epidemiologic study. Validity was evaluated by comparison of these tasks with standard cognitive tests and with a measure of metamemory. It was ex

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Ghetti, Simona, and Yana Fandakova. "Neural Development of Memory and Metamemory in Childhood and Adolescence: Toward an Integrative Model of the Development of Episodic Recollection." Annual Review of Developmental Psychology 2, no. 1 (2020): 365–88. http://dx.doi.org/10.1146/annurev-devpsych-060320-085634.

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Memory and metamemory processes are essential to retrieve detailed memories and appreciate the phenomenological experience of recollection. Developmental cognitive neuroscience has made strides in revealing the neural changes associated with improvements in memory and metamemory during childhood and adolescence. We argue that hippocampal changes, in concert with surrounding cortical regions, support developmental improvements in the precision, complexity, and flexibility of memory representations. In contrast, changes in frontoparietal regions promote efficient encoding and retrieval strategie

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Corti, Emily J., Natalie Gasson, Hayley Grant, Brayden Wisniewski, and Andrea M. Loftus. "The Multifactorial Memory Questionnaire and Quality of Life: A Longitudinal Study in Parkinson’s Disease." Brain Sciences 15, no. 1 (2025): 66. https://doi.org/10.3390/brainsci15010066.

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Background/Objectives: Objective memory decline is associated with poor quality of life (QOL) in Parkinson’s disease (PD, but it is unclear what role perception of memory (metamemory) plays. The Multifactorial Memory Questionnaire (MMQ) measures metamemory and is proposed to have a three-factor structure, but the factor structure of the MMQ in PD has not been explored. The current study examined (i) the factor structure of the MMQ in PD and (ii) the relationship between the metamemory and QOL in PD. Methods: This longitudinal, observational study involved 149 participants with PD (98 males, M

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