Metacognitive Level Research Articles

السيطرة الدماغية وعلاقتها بمستوى التفکير ما وراء المعرفي لدى طلاب الجامعة

هدفت الدراسة الحالية التعرف على العلاقة بين أنماط السيطرة الدماغية السائدة لدى طلاب الجامعة ومستوى التفکير ما وراء المعرفي، ولتحقيق أهداف الدراسة تم تطبيق مقياس السيطرة الدماغية، ومقياس التفکير ما وراء المعرفي على عينة مکونة من ( 140 ) طالبا وطالبة من طلاب کلية التربية في جامعة سوهاج، وتوصلت الدراسة إلى نتائج عدة من أهمها: 1- النمط السائد لدى طلاب کلية التربية في جامعة سوهاج هو النمط الأيمن. 2- عدم وجود فروق دالة إحصائيا في النمط السائد لدى الطلاب تبعا لمتغير الجنس أو التخصص. 3- مستوى التفکير ما وراء المعرفي لدى أفراد العينة کان مرتفعا. 4- وجود فروق في مستوى التفکير ما وراء المعرفي لصالح الإناث. 5- وجود علاقة دالة إحصائيا بين أنماط السيطرة الدماغية ومستوى التفکير ما وراء المعرفي. Abstract: The present study aimed to recognize the relationship between the types of brain dominance prevailing for university students and Meta-cognitive thinking level. To achieve the objectives of the study, brain dominance scale and meta cognitive thinking scale were administered on a sample consisted of 140 students (boys and girls) among Sohag Education college students . The findings of the study revealed the following: 1- The prevailing type for SohagEducationCollege students is the right type. 2- There are no statistically significant differences in the prevailing type for students according to their gender or major. 3- Sample students' meta-cognitive thinking level was high. 4- There are differences in meta-cognitive thinking levels favoring girls. 5- There is a statistically significant relation between types of brain dominance and meta-cognitive thinking.

The connectedness of the levels of meta-cognitive student's abilities and educational outcomes in the cognitive area

The aim of the research presented in this paper is the analysis of the connection of the students' metacognitive levels and educational outcomes in the area of cognition. The research was performed with a sample of 746 respondents, both genders, first-year students in grammar schools in Novi Sad. The technique used was testing, the instrument was the test of metacognitive abilities of students, construed according the five levels Likert' scale and Physics knowledge test. The results of the questionnaire were processed by statistical procedure. The program used was IBM SPSS 20 Statistics, descriptive analysis, correlation analysis and simple linear regression. In this analysis the criterion was the score that the students got on the knowledge test and subtests on the levels of knowledge, understanding and application, and the predictor was the score obtained on the test of metacognitive abilities. The research enabled a valuable insight into the connectedness of metacognitive abilities and efficiency in learning physics. Statistically significant connectedness was found between metacognitive abilities and efficiency in learning physics on the levels of knowledge, understanding and application, and all three levels together. The paper ends with stating the importance and pedagogic implications of the research results.

Knowledge Extraction from Metacognitive Reading Strategies Data Using Induction Trees

The assessment of students’ metacognitive knowledge and skills about reading is critical in determining their ability to read academic texts and do so with comprehension. In this paper, we used induction trees to extract metacognitive knowledge about reading from a reading strategies dataset obtained from a group of 1636 undergraduate college students. Using a C4.5 algorithm, we constructed decision trees, which helped us classify participants into three groups based on their metacognitive strategy awareness levels consisting of global, problem-solving and support reading strategies. We extracted rules from these decision trees, and in order to evaluate accuracy of the extracted rules, we built a fuzzy inference system (FIS) with the extracted rules as a rule base and classified the test dataset with the FIS. The extracted rules are evaluated using measures such as the overall efficiency and Kappa coefficient

The effectiveness of microcontroller instructional system through simulation program method by using trainer kit

The study was to test the learning effectiveness of program simulation method by using the trainer kit in Microcontroller System courses. The study was conducted to the students who took the microcontroller system courses in the academic year of 2013/2014. The students who took the course were divided into three groups and each of the group served as: (1) the experimental group; (2) control group; and (3) test instrument group. The learning outcome variables (Y2) and the awareness of thinkings (Y1) served as the dependent variable; on the other hand, the motivation (X1) and the creativity (X2) served as independent variables. The data analysis was done by performing the Analysis of Variance (ANOVA) and the Multivariate Analysis of Variance (MANOVA) in order to see the differences in the learning outcomes and the level of students thinking. The results of the study showed that there have been significant differences in the level of metacognition and the level of learning outcomes competence on the program simulation method by using the trainer kit on microcontroller systems course in comparison to those who were not using it.

Business Meeting Training on Its Head

This article explores the value of using embedding to extend the notion of first exposure learning in flipped classroom practices. It describes a preclass assignment for a meeting and negotiation skills course, in which students are instructed to observe an authentic business meeting, interview participants of the meeting, photograph the boardroom, draw a sketch of the seating arrangement, and write a reflective account. Its main argument is that immersion in corporate culture before class makes business communication training not only more authentic but also produces richer in-class discussions, ultimately leading to a level of metacognition associated with deep learning.

Relation among Meta-Cogntition Level, Decision Making, Problem Solving and Locus of Control in a Turkish Adolescent Population

Whereas human beings are only seem to“have” cognitive processes they have knowledge about the process itself as well. This process, which is known as metacognition should be taken as a system responsible for the proper functioning of whole memory system via its executive role in information processing. Although some differences on naming and definition of the term metacognition in literature an agreement among researchers seem to occur on the fact that metacognition has two general aspects; monitoring and control. When taken from a developmental perspective an increment takes start in information processing capacity and functionality of cognitive functions directly related with executive functions including non-verbal reasoning, decision making, problem solving, abstracting, using the acquired information and producing new information of adolescents by the age 11 which is the onset of the formal operational stage. Thus level of metacognitive development might be an indicator and predictor of the general developmental status of executive functions such as decision making in adolescents. In this research we tried to investigate the relation among the metacognition level, decision, problem solving and locus of control.

Meta-Cognition and Locus of Control in University Students in Context of Viewpoint to Rape

Rape is one of the traumatic factors that has pervasive and devastating consequences. Unlike many other major traumatic situations the concept of “rape” is controversial and prone to various myths and gender-related perceptual biases. On the other hand it is important to detect possible cognitive-based factors rendering people more prone to adopt those biases and myths. 95 subjects (49 male and 45 female) with an average age of 19 were given Meta-cognitive Awareness Inventory, Rosenberg Self-Esteem Scale, Attitudes About Rape Victims Scale and Internal-External Locus of Control Scale. Our results indicate that negative attitudes about rape victims and stereotypic thoughts about rape is closely related to meta-cognitive awareness level and self-esteem as well as locus of control.

Easy and Informative: Using Confidence-Weighted True–False Items for Knowledge Tests in Psychology Courses

We introduce a specific type of item for knowledge tests, confidence-weighted true–false (CTF) items, and review experiences of its application in psychology courses. A CTF item is a statement about the learning content to which students respond whether the statement is true or false, and they rate their confidence level. Previous studies using CTF items were reviewed and data from 21 additional psychology courses ( N = 1879 teacher candidates) revealed that CTF items were successfully applied to measure learning performance at the cognitive and metacognitive level. Furthermore, examples are presented demonstrating that the indices of metacognitive monitoring that can be derived from these items provide useful additional information about the effects of teaching and testing methods.

English

In this study, the aim is to measure the effect of students’ reading strategies and attitudes towards Turkish language on reading habits. 323 first grade students receiving education in 2014-2015 semester in International Antalya University located at the center of Antalya were involved in the study. As the method, relational screening model was used because the degree of two variables was determined. Metacognitive reading strategies and the Turkish language were handled in the literature section. In the study, the role of the attitude towards Turkish language was discussed with the studies carried out in this regard. As a result of the analyses, it was concluded that while general reading strategies was meaningful, the results in the fields of problem solving and strategy support were not meaningless. In addition, when descriptive statistics and correlation values are analyzed, it is seen that there is significant and positive correlation between metacognitive reading strategies and attitudes towards Turkish language course. In the results of the research, it is understood that there is significant and highly positive correlation between students' metacognitive awareness level and their problems solving skills. Solving problems and strategy support fields must be improved in increasing reading habits and developing reading strategies. To increase the influence of the Turkish language courses in reading skills, carrying out activities and implementations for reading in these courses will raise reading habits and awareness. Key words: Reading, reading strategies, attitude, Turkish language.

Connecting Self-Awareness and Error-Awareness in Patients with Traumatic Brain Injury.

Impaired self-awareness after traumatic brain injury (TBI) is often seen in stark contrast to the observations of significant-others, who are acutely aware of the difficulties experienced by patients. Our objective was to investigate the relationship between metacognitive knowledge in daily life and emergent awareness of errors during laboratory tasks, since the breakdown of error detection mechanisms may impose limitations on the recovery of metacognitive knowledge after TBI. We also examined the extent to which these measures of awareness can predict dysexecutive behaviors. A sample of TBI patients (n=62) and their significant-others, provided reports of daily functioning post injury. In addition, patients underwent a neuropsychological assessment and were instructed to signal their errors during go/no-go tests. Interrelationships between metacognitive and emergent levels of awareness were examined, after controlling for the influence of secondary cognitive variables. Significant-other ratings correlated with errors made by the patients on neuropsychological tests but not with their premorbid function. Patients who under-reported daily life difficulties or over-reported their competency, compared to significant-other reports, were less likely to show awareness of laboratory errors. Emergent awareness was also identified as the sole predictor of performance on the modified six-element test, an ecologically valid test of multitasking. The online breakdown of error awareness after brain injury is related to difficulties with metacognitive awareness as reported in daily life, and is also predictive of dysexecutive behaviors. These findings are discussed in the context of multidimensional and neural models of awareness and error monitoring.

Metacognitive deficits predict future levels of negative symptoms in schizophrenia controlling for neurocognition, affect recognition, and self-expectation of goal attainment

The recalcitrance of negative symptoms in the face of pharmacologic treatment has spurred interest in understanding the psychological factors that contribute to their formation and persistence. Accordingly, this study investigated whether deficits in metacognition, or the ability to form integrated ideas about oneself, others, and the world, prospectively predicted levels of negative symptoms independent of deficits in neurocognition, affect recognition and defeatist beliefs. Participants were 53 adults with a schizophrenia spectrum disorder. Prior to entry into a rehabilitation program, all participants completed concurrent assessments of metacognition with the Metacognitive Assessment Scale—Abbreviated, negative symptoms with the Positive and Negative Syndrome Scale, neurocognition with the MATRICS battery, affect recognition with the Bell Lysaker Emotion Recognition Task, and one form of defeatist beliefs with the Recovery Assessment Scale. Negative symptoms were then reassessed one week, 9weeks, and 17weeks after entry into the program. A mixed effects regression model revealed that after controlling for baseline negative symptoms, a general index of neurocognition, defeatist beliefs and capacity for affect recognition, lower levels of metacognition predicted higher levels of negative symptoms across all subsequent time points. Poorer metacognition was able to predict later levels of elevated negative symptoms even after controlling for initial levels of negative symptoms. Results may suggest that metacognitive deficits are a risk factor for elevated levels of negative symptoms in the future. Clinical implications are also discussed.

A domain-specific visual language for modeling metacognition in intelligent systems

Abstract Metacognition has been used in artificial intelligence to increase the level of autonomy of intelligent systems. However the design of systems with metacognitive capabilities is a difficult task due to the number and complexity of processes involved. This paper presents a domain-specific visual language specifically developed for modeling metacognition in intelligent systems called M++. In M++ the specifications of the cognitive level (object-level) and metacognitive level (meta-level) are supported in a metamodel configured according to the standard Meta-Object Facility (MOF) of Model-Driven Architecture (MDA) methodology. M++ allows the generation of metacognitive diagrams in a visual editor named MetaThink . A validation process was conducted to ensure the reliability of M++ in terms of quality of the notation and consistency of generated models. The validation was performed using two techniques: (i) empirical study and (ii) model tracing. The results given in the experimental study demonstrate that M++ is a useful notation for the process of modeling metacognitive components in intelligent systems. Metacognitive models generated from the validation process using the Tracing technique were consistent with the MOF-based metamodel. M++ contribute to cognitive architecture research adding precision to metacognitive concepts and enabling cognitive architecture researchers to do fast and exploratory prototyping of metacognitive systems using MetaThink tool.

Metacognition in Early Phase Psychosis: Toward Understanding Neural Substrates.

Individuals in the early phases of psychotic illness have disturbed metacognitive capacity, which has been linked to a number of poor outcomes. Little is known, however, about the neural systems associated with metacognition in this population. The purpose of this study was to elucidate the neuroanatomical correlates of metacognition. We anticipated that higher levels of metacognition may be dependent upon gray matter density (GMD) of regions within the prefrontal cortex. Examining whole-brain structure in 25 individuals with early phase psychosis, we found positive correlations between increased medial prefrontal cortex and ventral striatum GMD and higher metacognition. These findings represent an important step in understanding the path through which the biological correlates of psychotic illness may culminate into poor metacognition and, ultimately, disrupted functioning. Such a path will serve to validate and promote metacognition as a viable treatment target in early phase psychosis.

Trauma, Dissociation and Synthetic Metacognition in Schizophrenia

Abstract Both childhood trauma and dissociation are associated with schizophrenia. More rudimentary form of dissociation known already from Eugen Bleuler as splitting of association is theoretically close to the modern concept of synthetic metacognition in schizophrenia. The synthetic metacognition as a psychological process is described as a capability to synthesize intentions, thoughts, feelings, and connections between events, and to integrate them into larger complex representations of self and others. Disturbed synthetic metacognition was found in early as well as in late forms of schizophrenia and has its typical formula. Deficit of synthetic metacognition is related to symptoms of schizophrenia and psychosocial functions. Synthetic metacognition is measurable by analyzing discourse using standardized procedures. The level of metacognition is assessed from the sample of narrative on the basis of the Metacognitive Assessment Scale — Abbreviated (MAS-A). Psychotherapies focused on strengthening of metacognitive functions concentrate on integration of fragmented mental content or on promoting of formation of stable mental representations in this disorder.

The pendulum swing of user instruction and interaction

The use of technology to support learning is well recognised. One generation ago a major strand of human–computer interaction research focussed on the development of forms of instruction in how to interact with computers. Today, however, the advanced usability of modern technologies has all but removed the presence of many user manuals. Learners, educators and developers now need to know not how to use the technology per se: the adoption of user-centred design has solved much of this. Rather, they must understand the nature of learner behaviour across contexts: insight is required into ‘how to learn’ using mobile technology and ‘how to manage and structure’ learning behaviour across changing contexts whilst mobile. To this end, we advocate a reinvention of effective user instruction at the metacognitive level, and use a classic framework developed in the early 1980s to structure our conceptualisation of the onward research and development effort that is required for 21st century user instruction and support.

An Investigation of Teacher Candidates’ Metacognitive Skills

The aim of the study is to determine whether the metacognitive skill levels of the English language teacher candidates change depending on the gender, grade level and the graduated high school type and reveal the relationship between the metacognitive skills and the academic success. The study group of the research in relational screening model consists of 210 teacher candidates and “Metacognitive Skills Scale” developed by Altındağ (2008) has been used as the data collection tool. As a result of the study, it has been revealed that the metacognitive skills of the teacher candidates have been in middle level and it has shown a meaningful different for the advantage of the female students and it has not shown any difference depending on the type of the graduates school and the grade level. A positive and low-level relationship has been detected between the metacognitive skill levels and the academic success averages. The findings of this study have revealed the contribution of the metacognitive skills to the academic success and therefore, to the learning and it has been suggested that the activities improving these skills should be frequently applied in the learning environment.

KEMAMPUAN METAKOGNISI MAHASISWA DALAM MENYELESAIKAN SOAL-SOAL PERSAMAAN DIFFERENSIAL BIASA

The process of thinking in problem solving is an important thing to get the attention of educators , especially to assist learners in order to develop a better ability to solve problems in the real-world context and in the context of mathematics . This is in line with the opinion Lester ( in Gartman and Freiberg , 1993) that the main purpose of teaching problem solving in mathematics is not just to equip learners with a set of skills or processes, but rather to enable learners to think for himself. The objective of this study was to describe the student metacognitive level in solving problems of ordinary differential equations. These objectives can be revealed if observed in terms of the process. So that the procedure produces descriptive data in the form of words, written or oral obtained from research subjects. For the purposes of in-depth information that can reveal metacognitive level students, it is necessary informant as much as 3 students selected for an interview based on the ranking score of the mathematics of the test results. Preparation of the rankings are divided into three categories, namely one each student with math scored high, medium, and low. The score category classification using the method of determining the position of the student with a standard deviation based on the reference

The Role of Metacognition in Pathological Gambling: A Mediation Model.

Pathological gambling involves multitudinous costs related to financial, legal, and public health care aspects, as well as to specific psychological disorders. Despite the overall evidence suggesting that comorbid disorders represent a risk factor for pathological gambling, there is scant evidence on the appropriate treatments for gamblers with such disorders. In this context, metacognitive therapy is an interesting approach because it considers psychological disorders as a result of the activation of perseverative cognitive processes and attentional strategies in response to inner events. Several studies report that metacognition is associated with different psychological problems. This study investigated the relationship among comorbid disorders, metacognition, and pathological gambling. 69 pathological gamblers at the first hospital admission and 58 controls drawn from general population (matched for age, gender, education) completed a battery of self report instruments: Symptom Checklist-90-R, Metacognition Questionnaire 30, South Oaks Gambling Scale. Compared to controls, pathological gamblers showed higher level of comorbid symptomatology and metacognition. Correlation analyses showed that: comorbid symptomatology and metacognition were positively and significantly correlated with pathological gambling; metacognition was positively and significantly associated with comorbid symptomatology. Mediation analysis indicated that dysfunctional metacognitive strategies could have an indirect effect on pathological gambling mediated by concurrent psychological disorders. These findings provide some implications for gambling treatment programs: pathological gamblers should be screened for psychiatric disorders, and metacognitive therapy could be considered a correct treatment of pathological gamblers. Metacognitive therapy might lead to the reduction of the pathological gambling by the diminishing of the concurrent psychological disorders.

Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices.

THE USE OF AGENT-BASED MODELS IN COGNITIVE LINGUISTICS: AN APPROACH TO CHOMSKY’S LINGUISTICS THROUGH THE CLARION MODEL

In this paper we propose the use of Agent-Based Models (ABM) (Gilbert 2008) to study the development of historical natural languages starting from a universal grammar according to Chomsky’s Theory of the principles and parameters (Chomsky 1995) . The CLARION architecture, designed by Ron Sun (Sun 2002) integrates implicit and explicit knowledge, cognitive and meta-cognitive levels, with the motivational aspect, i.e. accepting the cardinal principles of the embodied mind (Clark 1997) and recognizing the basic role of direct men- environment interaction in cognitive mechanisms. Ron Sun develops these points in a theory of mind and in a thorough discussion of learning problems. The goal of an artificial neural network (ANN), based on a CLARION architecture, is to verify theoretical assumptions through simulation, bringing together the dichotomy between implicit (subsymbolic) and explicit (symbolic) knowledge through a learning mechanism realized by the extraction of explicit rules by subsymbolic knowledge, based on interaction with the world. In the real world, cognitive operations are mostly performed unconsciously. Moreover, learning is carried out through attempts, in dynamic circumstances. The methodology allows to observe the development of cognitive structures of individual agents through ABM and contribute to studying the emergence of unplanned and unexpected routines or mechanisms. The use of neural models as learning tools implies that the simulations are realistic, considering the relationship between intentional behaviour, learning, desires, individual structures and social structures. The simulation, thus, enables a study the mind from an evolutionary perspective (that of satisfying a particular need in a physical and sociocultural world), understanding how individual structures and social institutions and environment could change each other. Through ANN-based models one can build realistic 'intelligent agents', i.e. with a 'mind', minimizing the programming of rules of behaviour and letting the interaction with the environment produce efficient behaviour.