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Tesis sobre el tema "Metacognition"

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Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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1

Fujie, Márcia Akemi. "Monitoramento metacognitivo em adultos analfabetos funcionais e absolutos." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9113.

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Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-09-06T18:51:39Z No. of bitstreams: 1 DissMAF.pdf: 890318 bytes, checksum: db8d31a4a8b322924c03f6f0c0b7c9d7 (MD5)<br>Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-25T14:08:02Z (GMT) No. of bitstreams: 1 DissMAF.pdf: 890318 bytes, checksum: db8d31a4a8b322924c03f6f0c0b7c9d7 (MD5)<br>Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-25T14:08:11Z (GMT) No. of bitstreams: 1 DissMAF.pdf: 890318 bytes, checksum: db8d31a4a8b322924c03f6f0c0b7c9d7 (MD5)<br>Made available in DSpace
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Mörck, Robin C. "Are Metacognition and Mindfulness related concepts?" Thesis, Örebro University, School of Law, Psychology and Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8487.

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<p>This study was conducted to examine the primary theoretical relation between metacognition andmindfulness. 98 university students participated, the possible influence of their age and number ofeducation years on the concepts were also examined. A short version of the MetacognitiveAwareness Inventory along with the Philadelphia Mindfulness Scale were employed to measure theconcepts. The results indicated that awareness, a central component of mindfulness wassignificantly related to metacognition. The results suggest that the concepts to some extent areinterrelated. Comparisons were made betw
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3

Martin, Jean-Remy. "Schizophrenia and metacognition." Phd thesis, Université Pierre et Marie Curie - Paris VI, 2014. http://tel.archives-ouvertes.fr/tel-01020826.

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Over the course of my PhD I have investigated issues related to two main areas of investigation in cognitive science, namely Schizophrenia and Metacognition. My dissertation is divided in two parts: the first part includes three experimental studies (two studies in healthy subjects and one study in people with schizophrenia) and two theoretical studies addressing specific aspects of schizophrenia; the second part includes four theoretical studies addressing the role of metacognition in specific debates in philosophy and cognitive science of perception. I have explored two symptomatic expressio
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4

Hurme, T. R. (Tarja-Riitta). "Metacognition in group problem solving—a quest for socially shared metacognition." Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262708.

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Abstract The aim of this study was to explore metacognition, specifically socially shared metacognition within computer-supported collaborative problem solving. Another aim of this study was to find methodological solutions for uncovering how metacognition becomes visible and shared in group problem solving in a text-based and asynchronous learning environment. During this dissertation study, two empirical experiments were performed. Participants in the first experiment were secondary school students (N=16) who worked with the Knowledge Forum (KF) learning environment. In the second experiment
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5

Wiezbicki-Stevens, Kathryn. "Metacognition developing self-knowledge through guided reflection /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/126/.

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6

Simone, Duca. "Logical constraints on metacognition." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539753.

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7

Boldt, Annika. "Metacognition in decision making." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5d9b2036-cc42-4515-b40e-97bb3ddb1d78.

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Humans effortlessly and accurately judge their subjective probability of being correct in a given decision, leading to the view that metacognition is integral to decision making. This thesis reports a series of experiments assessing people’s confidence and error-detection judgements. These different types of metacognitive judgements are highly similar with regard to their methodology, but have been studied largely separately. I provide data indicating that these judgements are fundamentally linked and that they rely on shared cognitive and neural mechanisms. As a first step towards such a join
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8

Crino, Natalie. "Metacognition and eating disorders." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12643.

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Cognitive theories of emotional disorder maintain that psychological dysfunction is associated with a disturbance in thoughts and beliefs. In contrast, the self-regulatory executive function theory of emotional disorder (Wells & Matthews, 1994), posits that psychological disturbance is associated with metacognitive beliefs that promote the use of dysfunctional metacognitive control strategies. The aim of the thesis was to investigate whether metacognitive beliefs and metacognitive control strategies are associated with symptoms and features of eating disorders. In pursuit of this aim, two st
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9

Capobianco, Lora. "Metacognition, stress & recovery." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/metacognition-stress--recovery(0992ac93-5bc4-4937-a758-5f0137f827c1).html.

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The thesis explored the role of metacognition, worry and rumination in stress and recovery and is grounded in the Self-Regulatory Executive (S-REF: Wells and Matthews, 1994) model. The concept of recovery is difficult to define and therefore, three definitions of recovery were used to ensure this concept was evaluated across a variety of contexts. A multi-method approach was used that incorporated both experimental and quasi-experimental designs, which included a review of the existing literature, experimental manipulations, cross-sectional and longitudinal designs. Data included psychological
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10

Shub, Samantha Jo. "Metacognition in adolescent writers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1781.

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11

Erskine, Dana Lynn. "Effect of Prompted Reflection and Metacognitive Skill Instruction on University Freshmen's Use of Metacognition." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/1984.

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Research in metacognition has long demonstrated that applying metacognitive strategies improves students learning and performance. Incoming college and university freshmen are not typically trained in using the metacognitive skills that could enhance their academic performance and their satisfaction with the college experience. This study attempted to assess first-year university students' metacognitive awareness and usage at two levels: (a) After direct and specific metacognitive training, (b) after engaging in weekly metacognitive reflection assignments. Six classes of university freshmen we
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12

Erskine, Dana Lynn. "Effect of prompted reflection and metacognitive skill instruction on university freshmen's use of metacognition /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3373.pdf.

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13

Lloyd, Marianne E. "Reducing conjunction errors with metacognition." Diss., Online access via UMI:, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3165057.

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14

Pratt, Deborah L. "Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4165.

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Reading strategies are consciously controlled actions learners execute in order to aid comprehension. The effectiveness of strategies is increased with metacognitive awareness. Researchers have created instruments to raise metacognitive awareness targeted for native and highly proficient L2 readers. This article outlines the creation of a new survey, the Contextualized Inventory of Metacognitive Awareness for novice to low-intermediate L2 readers. Unlike other instruments, this survey contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified, narrative readi
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15

Nosen, Elizabeth. "Metacognition and cravings during smoking cessation." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42587.

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Nicotine cravings are important predictors of smoking cessation difficulty and relapse. Metacognitive models suggest that the ways people think about and respond to cravings may affect how severe cravings become. Specifically, appraising cravings to mean something awful about oneself or one’s quit attempt (i.e., as meaning one is weak-willed, destined to fail, or out of control) is predicted to increase distress. Negative affect is then theorized to trigger further craving and motivate unhelpful coping responses such as thought suppression and rumination. The present study examined eviden
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16

Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the
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17

Leonard, Lucy. "Metacognition and recovery style in psychosis." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10324/.

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Section A reviews the literature which has investigated variables found to relate to recovery style in individuals with psychosis. Studies exploring the attachment, self-esteem, depression and executive functioning are evaluated and conclusions drawn. Section B reports the findings of an empirical study investigating the relationship between metacognition, recovery style, anxiety and depression in a community sample of individuals with psychosis. Objective; Research has shown that individuals with psychosis will either integrate their experience of psychosis or seal the experience over. Little
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18

Ewing, James. "Metacognition and the teaching of writing." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413808.

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19

Massoni, Sébastien. "Essays on subjective probabilites and metacognition." Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010055.

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Les modèles de décision expliquent les choix par l'utilité et les probabilités subjectives. Si la première est bien étudiée les secondes restent assez peu comprises. Cette thèse étudie la formation des croyances subjectives et mesure leur qualité. La psychophysique et la théorie de détection du signal offrent des modèles permettant de prédire les choix et les croyances lors de tâches perceptives. La qualité des probabilités révélées, les capacités métacognitives, est ensuite mesurée en termes de calibration et discrimination. J'applique cette méthodologie issue des sciences cognitives à des ch
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20

Sandí-Ureña, Guillermo Santiago. "Design and validation of a multimethod assessment of metacognition and study of the effectiveness of metacognitive interventions." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1219850998/.

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21

Todorov, Ivo. "An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59023.

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Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, fro
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22

Peters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy." Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.

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Thesis (Ph.D.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
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23

Quiles, Clélia. "Comment évaluer la métacognition ? Intérêts et limites de l’évaluation de la conscience métacognitive « on-line »." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0409/document.

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La première partie de ce travail de thèse est une revue de la littérature portant toutd'abord sur les origines du concept de métacognition et sur les différentes définitions etmodélisations du concept de métacognition proposées en sciences de l’éducation etpsychologie développementale. Sont ensuite abordées les expérimentations proposées dans lechamp de la psychologie cognitive et les études menées dans le domaine spécifique de lamétamémoire. L’utilisation en psychologie cognitive du concept de métacognition estégalement évoquée, à travers la littérature portant sur les liens existants entre m
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24

Goh, Christine Chuen Meng. "Strategic processing and metacognition in second language listening Examining comprehension strategies and tactics, metacognitive knowledge and listening ability /." Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.265817.

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Goh, Christine C. M. "Strategic processing and metacognition in second language listening : examining comprehension strategies and tactics, metacognitive knowledge and listening ability." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265817.

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26

Worrall, Lisa Jayne Rosalind. "Model of metacognition in lifelong e-learning." Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26967/.

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Metacognition can be defined as “…thinking about thinking” or “…beliefs about beliefs” (Antaki and Lewis, 1986). The research aim of this thesis was to: 1) Discuss the philosophical foundations of knowledge, cognition and metacognition. 2) Put forward example learning and e-learning theories and models and discuss these with reference to Reeves’ (1997) original model of WWW based learning. 3) Provide a ‘focus beam’ of analysis of metacognition and lifelong e-learning. 4) Analyse the extended literature review and evaluate and discuss its potential contributions (and limitations) with reference
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27

Symes, Brent A. "The relationship between metacognition and vocational indecision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0012/MQ30034.pdf.

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Nielsen, Wendy S. "Group work and metacognition : an exploratory case." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7559.

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This dissertation is about how learners bring metacognitive understandings of themselves as learners into a group learning context. It is about metacognitive knowledge, skills and behaviors and how these impact and are impacted by the learners' engagement with group problem-solving activity. For this study, group problem-solving activity is the important interface between the understandings an individual has about him or herself, including content knowledge, and the social environment of a collaborative problem-based activity system, such as is common use in science classrooms. The process of
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29

Walton, Laura Carol. "Attachment and metacognition in borderline personality disorder." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/7591.

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Background: Borderline personality disorder (BPD) is a psychiatric diagnosis characterized by emotional and behavioural instability, and impaired ability to maintain relationships. Previous research has demonstrated an association between BPD and insecure attachment style. It has been argued that BPD is a disorder of attachment, with insecure attachment being associated with inadequate capacity to represent mental states, or to “mentalize”. There is evidence that people with BPD are impaired in their capacity to mentalize in the context of attachment relationships. The term “mentalization” enc
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30

Gama, Claudia Amado. "Integrating metacognition instruction in interactive learning environments." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413355.

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Watanabe, Arii. "Metacognition by western scrub-jays (Aphelocoma californica)." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607750.

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32

RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.

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33

Effeney, Gerard. "A case study investigating changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning." Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/6d64d83151bea85db890d23c64cf0cb43a9ac7d318709726568675bd8e466abb/6376502/Effeney_1994_A_case_study_investigating_changes_in.pdf.

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The purpose of this study was to investigate, through the use of case study approach, changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning. The case study approach used in this research to address the research question was characterised by three stages: - Identification of the initial learning characteristics of the students. - Identification of any changes in these learning characteristics following the exposure to teaching strategies aimed at promoting metacognitive learning. - Monitoring the students’ perceptions of
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34

Zampieri, Marília. "Investigação do monitoramento metacognitivo de crianças diante de medidas de capacidades intelectuais." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/6027.

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Made available in DSpace on 2016-06-02T20:30:53Z (GMT). No. of bitstreams: 1 4304.pdf: 1024628 bytes, checksum: 668e3d7ee9a9c99bca8b4665d1697ba9 (MD5) Previous issue date: 2012-03-09<br>Financiadora de Estudos e Projetos<br>Metacognition can be defined as the knowledge people have about their own cognitive processes, which can help them plan, monitor, regulate and assess their cognitive activities. Studies in the field have produced instruments and measures designed to assess metacognitive performance, many of them based on Flavell s Model of Cognitive Monitoring andas well as Nelsons and Na
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Larkin, Shirley Margaret. "Metacognition in year one : an exploration of metacognition in five and six year old children during a cognition acceleration programme." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/metacognition-in-year-one--an-exploration-of-metagognition-in-five-and-six-year-old-children-during-a-cognition-acceleration-programme(3edd0e1e-621b-4f5c-844b-ff6269f41ebe).html.

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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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Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education." Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.

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<p> An extensive literature review identified emotional intelligence and metacognition had not been examined in medical education as integrated concepts in the reflective practice of medical residents. Continued research into the independent application of these concepts in medical education maintains a perspective that has permeated medical literature for 20 years. Research into emotional intelligence and metacognitive functioning and its&rsquo; influence on reflective practice in medical education acknowledges the need for more taxonomies of knowledge and skills. A quantitative correlational
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Bennett, Hazel Elaine. "Metacognition, memory disorganisation and post-traumatic stress symptoms." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491157.

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Most theoretical models of posttraumatic stress disorder (PTSD) assign an important role to the trauma memory. In particular, trauma memories are proposed to be disorganised and fragmented in those with PTSD (Foa & Riggs, 1993; Ehlers & Clark, 2000). According to these models, the nature of the trauma memory maintains symptoms and consequently needs to be addressed in treatment. The evidence for the role of memory disorganisation in maintaining PTSD symptoms, however,·is inconclusive. An alternative proposal is that, rather than the trauma memory itself, it is the individual's beliefs about
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39

Rowe, Helen. "Very young children's reflections as indicators of metacognition." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12636/.

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This study explored the relationship between young children’s reflections and their metacognitive knowledge (MCK). Whist there is reluctance to accept that metacognition and reflection are skills possessed by young children, the Early Years (which is the context of this research) is considered to be crucial in determining a range of outcomes for children and the foci for many early intervention practices. The objective of this mixed methods research was to examine young children’s reflections qualitatively and using quantitative data to explore whether any relationships exist between their ref
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Pieterse, Susan-Mari. "Teachers mediation of metacognition during mathematical problem solving." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96054.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Recent national and international assessments single problem solving out as an important but problematic factor in the current mathematical capacities of South African learners. It is evident that the problem escalates as learners progress to the Intermediate Phase. Research indicates a significant link between metacognition and successful mathematical problem solving. From a Vygotskian sociocultural perspective which formed the theoretical framework of this study, metacognition can be regarded as a higher-order function develop
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41

Sperb, Tania Mara. "On the relationship between exploratory behaviour and metacognition." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019725/.

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Sperb, Tania Mara. "On the relationship between exploratory activities and metacognition." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1989. http://hdl.handle.net/10183/10488.

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The basic mechanisms of metacognition are examined within a framework that considers motivation and cognition as integrated constructs. The role of exploration in this process is emphasized. The conceptualizations of metacognition and exploration adopted in the study are discussed and their assessment problems and developmental questions considered in the light of studies reviewed. An approach to exploration as a behavioural system is proposed. A series of three cross-sectional pilot studies with sample sizes, respectively. of 20, 54 and 37 subjects were carried out with children 4.8 to 6.4 ye
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Magni, Laura Rosa <1982&gt. "Prometeo: Project on Metacognition in Borderline Personality Disorder." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7312/1/magni_laurarosa_tesi.pdf.

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Borderline Personality Disorder (BPD) is characterized by Metacognition/Mentalization deficits and Emotion Dysregulation (ED). BPD’s first-choice treatment is psychotherapy, but a comprehensive model has not yet been formulated, consequently also treatments result controversial. Study 1: Aims: to examine the relationships between Metacognitive Functions and ED and other clinical features in a BPD sample. Methods: Seventy patients were assessed for the inclusion and 45 BPD patients were included. Metacognitive functions were evaluated with Metacognition Assessment Interview (MAI). Speci
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Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.

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The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, fru
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45

Gkika, Styliani. "The role of meta-cognition in social anxiety." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognition-in-social-anxiety(a6a0994a-1d7d-4dd7-8a73-c574b7d51123).html.

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This PhD investigated the theoretical and clinical applications of a meta-cognitive model of psychological disorders in social anxiety. The main objective was to identify potential associations between meta-cognitive knowledge (i.e. meta-cognitive beliefs) and social anxiety. These associations could be direct or indirect via information-processing mechanisms, such as anticipatory processing (AP), focus of attention, and post-mortem processing (PM). The current thesis reports six studies (N = 686).Study 1 explored cross-sectionally the potential contribution of meta-cognitive beliefs about gen
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Alnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.

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Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in
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Miyake, Tina M. "Metacognition, proactive interference, and working memory can people monitor for proactive interference at encoding and retrieval? /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1441/umi-uncg-1441.xml.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Michael J. Kane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 76-82).
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McAnaney, Donal F. "The role of metalinguistic knowledge and skill in comprehending, producing, and revising lexical and pronoun reference /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70333.

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The relationship between metalinguistic and unassisted linguistic performance was investigated within a well defined framework of literacy tasks (comprehension, production and revision) and language structure (anaphoric reference). Metalinguistic performance was operationalized in terms of two constructs, metalinguistic knowledge about lexical and pronoun reference, and metalinguistic skill in subjects' manipulation of lexical and pronoun reference tokens. Unassisted performance was operationalized in terms of effective spontaneous use of lexical and pronoun reference rather than global perfor
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O'Neill, Michael John. "The use of a thinking skills approach to aid the learning of difficult concepts in physics education." Thesis, University of Newcastle Upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459.

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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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