Metacognitive Strategy Training Research Articles

Addressing Participation in Adults With Postconcussive Symptoms Using Cognitive Strategy Training: A Feasibility Trial.

Some people experience persistent symptoms after a concussion that greatly affect occupational performance. To evaluate the feasibility and preliminary effect of metacognitive strategy training in a sample of adults with postconcussive symptoms. Single-group, prospective design. University research laboratory. Adults with persistent concussive symptoms affecting function (N = 14). Ten 45-min sessions of a metacognitive strategy training intervention, Cognitive Orientation to daily Occupational Performance (CO-OP). Assessed feasibility outcomes included recruitment, retention, and adherence rates, and intervention acceptability was evaluated with the Client Satisfaction Questionnaire-8. The preliminary effect was measured on occupational performance (Canadian Occupational Performance Measure), concussive symptoms (Neurobehavioral Symptom Inventory), sleep (Pittsburgh Sleep Quality Inventory), vision (College of Optometrists in Vision Development-Quality of Life Outcomes Assessment), and cognition outcomes (Dysexecutive Questionnaire, Weekly Calendar Planning Activity, and National Institutes of Health Toolbox Cognition Battery). Acceptable recruitment (32%), retention (93%), and adherence rates (100%) were observed, along with a high level of acceptability to participants. Large intervention effects were present for occupational performance, general concussive symptoms, and cognitive functioning. Findings suggest that the CO-OP is feasible to administer for adults with postconcussive symptoms and perceived as suitable for the needs of this population. Feasibility findings, coupled with improvements in occupational performance outcomes, provide the foundation for a future larger scale trial. Plain-Language Summary: The Cognitive Orientation to daily Occupational Performance intervention is practical to use to address the functional impact of persistent concussive symptoms in adults. Further research is needed to evaluate the efficacy of the CO-OP intervention with this population.

Needs Analysis of Metacognitive Strategies Training in English Language Instruction Using Digital Technology and to Improve the Autonomous-Learning Ability and English Language Achievement of Chinese EFL Undergraduate Students

Background and aims: Learner autonomy has become a focal point in language learning over the past 30 years. In China, fostering and improving college students’ autonomous learning ability has become a crucial aspect of higher education English teaching reform in the 21st century. Thus, this paper aims to analyze the needs of Chinese EFL undergraduate students to improve their autonomous learning ability and English language achievement. Materials and methods: A needs analysis questionnaire (N=183) was conducted to investigate students’ necessities, lacks, and wants in English language learning. Results: The findings showed that the students required being trained to use metacognitive strategies and apply digital technology in their English learning to improve their autonomous learning ability and English achievement. Conclusions: Besides using metacognitive strategies to improve their autonomous learning and English language achievement, students also expressed their preferences for digital tools as effective means to augment their learning outcomes and motivation.

The perspectives of participants with traumatic brain injury on prospective memory rehabilitation incorporating compensatory and metacognitive skills training

ObjectivePatient feedback is rarely gathered systematically in cognitive rehabilitation research. This study examined the perceptions and experiences of people with traumatic brain injury (TBI) who participated in a trial of a 6-session educational program for the rehabilitation of prospective memory (PM) impairment. MethodsA mixed methods design was used with 47 participants with TBI who completed a compensatory strategy training program (COMP) or COMP plus metacognitive strategy training program (COMP-MST) delivered by an occupational therapist. Data were collected via a participant survey, extracts from progress notes, and audiotaped discussions about learnings from the program during the final session. ResultsParticipants from both programs were highly satisfied and perceived improvements in everyday PM performance post-intervention. Elements that were highly valued include setting individualised client-centred goals, repetitive training of strategy use, establishing habits and routines, and receiving experiential, verbal, and written feedback.Changes including more therapy sessions were recommended. ConclusionsBoth the COMP and COMP-MST programs were perceived as effective by participants with TBI in improving their PM performance in everyday life using compensatory strategies such as assistive technology. Practice implicationsRoutine collection of patient feedback on cognitive rehabilitation can provide valuable information to support person-centred implementation of clinical practice guidelines.

Metacognitive Strategy Training Improves Decision-Making Abilities in Amnestic Mild Cognitive Impairment.

Mild cognitive impairment (MCI) is associated with deficits in decision-making, which is of utmost importance for daily functioning. Despite evidence of declined decision-making abilities, research on decision-making interventions for MCI is scarce. As metacognition seems to play an important role in decision-making, the present study's aim was to examine whether a metacognitive strategy training can improve MCI patients' decision-making abilities. Older adults-patients of a day care center, diagnosed with amnestic MCI (n = 55) were randomly allocated in two groups, which were matched in gender, age and educational level. Τhe experimental group (n = 27, 18 women, mean age = 70.63, mean years of education = 13.44) received the metacognitive strategy training in parallel with the cognitive and physical training programs of the day care center, and the active control group (n = 28, 21 women, mean age = 70.86, mean years of education = 13.71) received only the cognitive and physical training of the center. The metacognitive strategy training included three online meeting sessions that took place once per week. The basis of the intervention was using analytical thinking, by answering four metacognitive-strategic questions, to make decisions about everyday situations. To examine the efficacy of the training, the ability to make decisions about everyday decision-making situations and the ability to apply decision rules were measured. Both groups participated in a pre-test session and a post-test session, while the experimental group also participated in a follow-up session, one month after the post-test session. The results showed that the experimental group improved its ability to decide, based on analytical thinking, about economic and healthcare-related everyday decision-making situations after they received the metacognitive strategy training. This improvement was maintained one month later. However, the ability to apply decision rules, which requires high cognitive effort, did not improve. In conclusion, it is important that some aspects of the analytical decision-making ability of amnestic MCI patients were improved due to the present metacognitive intervention.

An Empirical Study on the Effect of Metacognitive Strategy Training on Chinese College Students’ English Autonomous Learning Ability

This study investigates the current situation and the effects of metacognitive strategy training on college students’ autonomous learning of English in China. It adopts a mixed-methods approach that combines quantitative and qualitative research methods to collect and analyze data from 201 participants. The results show that the English autonomous learning ability and metacognitive strategy application ability of college students in Tai’an area are at a medium level, and there is a significant strong correlation between the overall metacognitive strategy application ability and autonomous learning ability. Moreover, the study finds that metacognitive strategy training can effectively improve students’ autonomous learning ability and English proficiency, which offers some practical implications and suggestions for English teaching and learning.

Incorporating Metacognitive Strategy Training Into Semantic Treatment Promotes Restitutive and Substitutive Gains in Naming: A Single-Subject Investigation.

This study tested the effectiveness of a modified semantic feature analysis (SFA) treatment protocol that incorporated metacognitive strategy training (MST). Regarding its restitutive component, SFA most reliably results in improved word retrieval for treated items and untreated, semantically related items, but evidence of response generalization is often small/inconsistent. Regarding its substitutive component, SFA is thought to facilitate successful communication via habituation of the SFA circumlocution strategy. However, repeated practice with SFA's strategy in the absence of direct MST may not result in independent strategy use and/or generalization. Furthermore, people with aphasia's independent use of the SFA strategy in moments of anomia is presently underreported. To address these limitations, we incorporated MST into SFA and directly measured substitutive outcomes. Four people with aphasia participated in 24 treatment sessions of SFA + MST in a single-subject, A-B experimental design with repeated measurements. We measured word retrieval accuracy, strategy use, and explicit strategy knowledge. We calculated effect sizes to measure changes in word retrieval accuracy and strategy use and used visual inspection to assess gains in explicit strategy knowledge from pre- to posttreatment and retention. Participants achieved marginally small to medium effects in word retrieval accuracy for treated; untreated, semantically related; and untreated, semantically unrelated items and marginally small to large effects in independent strategy use. Explicit strategy knowledge was variable. Across participants, SFA + MST yielded positive changes in word retrieval accuracy or strategy use, or both. Positive changes in word retrieval accuracy were comparable to other SFA studies. Positive changes in strategy use demonstrate preliminary evidence of this treatment's ability to yield restitutive and substitutive gains. Overall, this study offers preliminary evidence of SFA + MST's effectiveness and highlights the importance of directly measuring SFA's substitutive outcomes, which showed that people with aphasia can respond to this treatment in multiple successful ways-not just improved target word production.

Feasibility of Augmenting Cognitive Strategy Training With Non-Invasive Brain Stimulation.

Many individuals post-stroke have difficulty identifying if or how they can continue performing meaningful daily life tasks. The objective of this study was to evaluate the feasibility of metacognitive strategy training (MCST) and transcranial direct current stimulation (tDCS) in chronic stroke. A case series design was used. Participants completed 12 intervention sessions over 4 weeks consisting of 20 min of tDCS and 45 min of MCST to address occupational performance goals. Feasibility outcomes of acceptability and safety/tolerability were evaluated and measures of occupational performance were administered pre- and post-intervention. Participants perceived the intervention to be highly acceptable and relevant to their needs. Large improvements were observed for performance and satisfaction with goals trained (Hedge's g = 2.07 and 2.11, respectively) and untrained (Hedge's g = 1.25 and 1.43, respectively) within the intervention. An intervention combining MCST with tDCS was feasible to administer and positively received by stakeholders; further research is warranted.

Feasibility and Acceptability of a Remotely Delivered Executive Function Intervention That Combines Computerized Cognitive Training and Metacognitive Strategy Training in Chronic Stroke.

Executive dysfunction after stroke is associated with limitations in daily activities and disability. Existing interventions for executive dysfunction show inconsistent transfer to everyday activities and require frequent clinic visits that can be difficult for patients with chronic mobility challenges to access. To address this barrier, we developed a telehealth-based executive function intervention that combines computerized cognitive training and metacognitive strategy. The goal of this study was to describe intervention development and to provide preliminary evidence of feasibility and acceptability in three individuals who completed the treatment protocol. The three study participants were living in the community and had experienced a stroke >6 months prior. We assessed satisfaction (Client Satisfaction Questionnaire-8 [CSQ-8]), credibility (Credibility and Expectancy Questionnaire), and feasibility (percent of sessions completed). All three subjects rated the treatment in the highest satisfaction category on the CSQ-8, found the treatment to be credible, and expected improvement. Participants completed a median of 96% of computerized cognitive training sessions and 100% of telehealth-delivered metacognitive strategy training sessions. Individuals with chronic stroke may find a remotely delivered intervention that combines computerized cognitive training and metacognitive strategy training to be feasible and acceptable. Further evaluation with larger samples in controlled trials is warranted.

The Academic Outcomes of Logical Reasoning and Metacognitive Strategy Training for Seventh Graders: Evidence from a Quasi-experimental Design

Logical reasoning skill is important in peoples daily lives, and it is key for students to solve many problems in different subject areas such as mathematics. Research demonstrated that metacognitive strategies play an important role in mediating childrens process logical reasoning. This study aimed at developing an intervention with three designed lessons on metacognitive strategies with the purpose to understand the effects of metacognitive strategies on students logical reasoning skill development. The results of the data analysis demonstrated that a positive effect of the intervention on students increased logical reasoning skills. The linear regression analysis also indicated that evaluative strategy have a significant impact on logical reasoning ability. This article contributes to the literature by proving that the dimension of evaluative strategy in metacognitive is positively correlated with logical reasoning ability. Future research can study whether other dimensions of metacognition have a significant impact on logical reasoning ability.

右中大脳動脈領域梗塞の慢性期に認知リハビリテーションが奏効した1例

Few reports have yet investigated adequate cognitive rehabilitation for patients with chronic cognitive disorder. In this report, we describe a case of cognitive rehabilitation 10 months after onset of cerebral infarction in the right middle cerebral artery region, resulting in a good outcome. The patient was a 44-year-old right-handed male, with primary symptoms of inattention and left hemispatial neglect. The patient had not undergone any neuropsychological evaluations or cognitive rehabilitation until 10 months after disease onset. After 30 days of both direct attention training and metacognitive strategy training, including time pressure management, improvement of his cognitive disorder was achieved. The teaching of internal methods to improve metacognition with a high level of evidence was effective even 10 months after onset. Furthermore, it is important for therapists who provide cognitive rehabilitation using metacognitive strategy training to understand patients' remaining functions based on neuropsychological assessment, and to consider and teach compensatory methods so that they can be effectively used by patients in situations of daily life.

Effectiveness of learning strategies (cognitive and metacognitive) in the academic identity development among the students

Background and Aim: Higher education, as a system tasked with training thoughtful and creative human resources, plays a significant role in development, advancement, and the production of new knowledge. The current study aimed to investigate the effectiveness of teaching cognitive and metacognitive strategies on academic identity among students of Tehran University of Applied Sciences, conducted in the 2020-2021 academic year. Methods: This research, in terms of purpose, was applied and of a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The population included all students of the University of Applied Sciences in the 2020-2021 academic year, utilizing convenience sampling due to the need for a therapeutic protocol training method. The sample size comprised 30 individuals, randomly assigned with 10 in the cognitive experiment group, 10 in the metacognitive experiment group, and 10 in the control group. The data collection tool was the Wass and Isaacson (2008) Academic Identity Questionnaire. Both experimental groups underwent training in cognitive and metacognitive strategies for 8 sessions. Data were analyzed using two-way repeated measures analysis of variance (mixed between-within subjects-design). Results: The results of the effectiveness of cognitive and metacognitive strategy training showed that it only significantly impacted follow-through academic identity (F=3.91, P=0.032) and this effect was sustained in the follow-up phase. Conclusion: Overall, considering the impact of self-regulated learning skills on students' academic identity, it can be concluded that as students' success in academics and academic challenges is crucial; therefore, enhancing self-regulation can lead to an improvement in the process of academic identity formation.

INCOG 2.0 Guidelines for Cognitive Rehabilitation Following Traumatic Brain Injury, Part II: Attention and Information Processing Speed.

Moderate to severe traumatic brain injury (MS-TBI) commonly causes disruption in aspects of attention due to its diffuse nature and injury to frontotemporal and midbrain reticular activating systems. Attentional impairments are a common focus of cognitive rehabilitation, and increased awareness of evidence is needed to facilitate informed clinical practice. An expert panel of clinicians/researchers (known as INCOG) reviewed evidence published from 2014 and developed updated guidelines for the management of attention in adults, as well as a decision-making algorithm, and an audit tool for review of clinical practice. This update incorporated 27 studies and made 11 recommendations. Two new recommendations regarding transcranial stimulation and an herbal supplement were made. Five were updated from INCOG 2014 and 4 were unchanged. The team recommends screening for and addressing factors contributing to attentional problems, including hearing, vision, fatigue, sleep-wake disturbance, anxiety, depression, pain, substance use, and medication. Metacognitive strategy training focused on everyday activities is recommended for individuals with mild-moderate attentional impairments. Practice on de-contextualized computer-based attentional tasks is not recommended because of lack of evidence of generalization, but direct training on everyday tasks, including dual tasks or dealing with background noise, may lead to gains for performance of those tasks. Potential usefulness of environmental modifications is also discussed. There is insufficient evidence to support mindfulness-based meditation, periodic alerting, or noninvasive brain stimulation for alleviating attentional impairments. Of pharmacological interventions, methylphenidate is recommended to improve information processing speed. Amantadine may facilitate arousal in comatose or vegetative patients but does not enhance performance on attentional measures over the longer term. The antioxidant Chinese herbal supplement MLC901 (NeuroAiD IITM) may enhance selective attention in individuals with mild-moderate TBI. Evidence for interventions to improve attention after TBI is slowly growing. However, more controlled trials are needed, especially evaluating behavioral or nonpharmacological interventions for attention.

Moderators of metacognitive strategy training for executive functioning in early schizophrenia and psychosis risk

Goal Management Training (GMT) improved self-reported executive functioning in a recent randomized, controlled trial in early intervention for psychosis participants. Little is known about the mechanism for this benefit, so this study investigates objectively measured executive function, the difference between subjective and objective executive function, independent living and employment status as potential moderators of efficacy of GMT.Baseline scores from 81 participants (GMT n = 39 vs Treatment-as-usual; TAU n = 42) were analyzed in a linear mixed model analysis for repeated measures as predictors of improvement on the self-reported Behavior Rating Inventory of Executive Function–Adult version (BRIEF-A) immediately and 30 weeks after GMT. Potential moderators were scores from objective measures of executive functioning, discrepancy between subjective and objective measures, independent living and employment status. Discrepancy was assessed by comparing four clusters of participants with differing patterns of scores.The effect of GMT remained significant regardless of initial objective executive functioning at baseline. Those with higher subjective complaints at baseline in two clusters with (i) both objective and subjective executive dysfunction, and (ii) mostly subjective executive dysfunction experienced greater change after treatment. Living arrangements or participation in education or work did not significantly moderate the effects of GMT.Poor performance on neuropsychological tasks is not an obstacle to making use of GMT, but further knowledge is needed about the benefits of strategy training for individuals with a combination of poor performance with few subjective complaints.

Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners

ABSTRACT This study explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading comprehension achievements in French (L2). 67 eleventh-grade students were purposively selected and randomly assigned to an experimental group (n = 35) and a control group (n = 32). All participants were administered the Metacognitive Reading Strategies Questionnaire (Abu-Rabia, S. (2019). The effect of degrees of bilingualism on metacognitive linguistic skills. International Journal of Bilingualism, 23(5), 1064–1086. https://doi.org/10.1177/1367006918781060) and a reading comprehension pre-test and post-test in English and French. Only the experimental group received training in metacognitive reading strategies (MCRS) in English. The difference between metacognitive strategy awareness levels and reading comprehension scores before and after the intervention was examined using one-way-MANOVA. Results indicated a significant improvement in the experimental group’s metacognitive strategy awareness and reading comprehension scores in both English and French. Based on these results, we suggest that learners of English as a foreign language should be explicitly trained in the use of MCRS, and a link between the different languages taught at school should be established. Thus, metacognitive reading strategies and skills acquired in one language can be positively transferred to another.

The Concomitance of VLS with Learning Styles in Fostering Reflection among University Students

This study attempts to unveil the Concomitance of vocabulary learning strategies with learning styles in fostering reflection among university students during reading comprehension texts. For this purpose, data is collected employing a primary data source in the form of a structured close-ended questionnaire, which is addressed, respectively, to students from the Departments of English Studies in different universities. The participants of this quantitative study are 84 students recruited using a non-probability convenience sampling. In this study, two data analysis methods are used: descriptive analysis and Pearson correlational analysis. The former summarizes the demographic variables and shows that students employ a duality of styles as they prefer to integrate a multi-modal approach to learning, while the latter analyzes the concomitance of the variables. The findings of the Pearson correlation analysis reveal significant relationships of interest in this study. The most salient findings indicate that there is a significant moderate positive association between the learner’s preferences on the one hand, and preparation phase strategies and the teacher’s role on the other hand. Additionally, teacher’s role is significantly associated with preparation phase strategies, production phase strategies and learner’s role. The results of the Pearson correlation indicate that vocabulary learning strategies can also be associated with the classroom environment and management. The study proposes that training in metacognitive, cognition and VL strategies be implemented in language classrooms to increase students’ control over learning and to facilitate their knowledge acquisition.

The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning

• Strategy training has a positive effect on transfer of metacognitive strategies. • Combining direct and indirect training did not reveal any differences. • Only a minority of students applied metacognitive strategies. • We conducted a cluster randomized control field study with a large sample. • A first step toward finding ways to promote transfer in self-regulated learning.

Metacognitive Strategies in Undergraduate College Students’ English Writing Based on Optimization Theory

In the existing research, scholars have different views on the concept and structure of metacognition. Based on different theories, they produce different training methods of metacognition strategies. However, because the training design and training process in the experiment are too complicated and the time is difficult to control, it remains difficult to effectively extend this kind of training to more educational fields. This paper deeply integrates the optimization theory with the case teaching of college students’ English writing in undergraduate colleges and proposes the optimal design of the case teaching process. The optimal design is mainly carried out according to four processes: English writing education consultation, English writing teaching case compilation, English writing case teaching implementation, and English writing case teaching evaluation. In ordinary English writing, students focus on four aspects: preplanning, selective attention, self-monitoring, self-evaluation, and adjusting, controlling, and managing one's own cognitive activities according to self-monitoring metacognitive strategies, mastering the optimization theory, and adjusting the writing speed are self-adjustment and self-evaluation according to one's own situation. In the selected dimensions of English writing, the mean of the postwriting test was higher than that of the prewriting test. The mean of the “average sentence length” increased from 8.6 to 19.1. Integrating metacognitive strategy training into English writing teaching can improve students’ English writing ability.

Metacognitive strategy training versus psychoeducation for improving fatigue in children and adolescents with acquired brain injuries: A randomized controlled trial.

The present study aims to explore the relative effectiveness of two group-based cognitive rehabilitation programs for reducing fatigue in pediatric acquired brain injury (pABI). This is an exploratory study of secondary endpoints in a blinded, parallel-randomized controlled trial with children and adolescents (ages 10-17 years) with pABI and reported executive dysfunction. It investigates the effectiveness of a metacognitive program (pediatric goal management training, n = 36) compared to a psychoeducational program (pediatric brain health workshop, n = 37) for reducing fatigue (Pediatric Quality of Life Inventory, Multidimensional Fatigue Scale), 8 weeks and 6 months postintervention. Seventy-three participants completed the allocated interventions, and 71 attended the 6-month follow-up. The results showed a significant decrease in parent-reported fatigue for both interventions from baseline to the 6-month follow-up. Forty percent of the total sample had a reliable change. There was no significant difference between the intervention groups, but a tendency in favor of the psychoeducational approach. Only subscales cognitive and sleep/rest fatigue showed significant reductions. In regression analyses, several factors predicted fatigue at 6 months follow-up, but only better global outcome and executive attention predicted a decrease in fatigue symptoms after 6 months. Group-based cognitive rehabilitation in the chronic phase of pABI, including education of parents and teachers, may be helpful in reducing fatigue. Global outcome and executive attention at baseline predicted fatigue improvement. Developmental factors are important to consider when tailoring pediatric interventions, as well as modifiable factors associated with fatigue. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

He Study of Meta-cognitive Strategy Training Based on Higher Vocational English Newspaper Learning under the Digital Context

This paper explores students’ attitudes towards meta-cognitive strategy and its teaching effectiveness through training of meta-cognitive strategy for freshmen in higher vocational English course. The study shows that it is feasible to incorporate meta-cognitive strategy training into English newspaper teaching in current digital context, which can help improve students' awareness of self-study.

He Study of Meta-cognitive Strategy Training Based on Higher Vocational English Newspaper Learning under the Digital Context

This paper explores students’ attitudes towards meta-cognitive strategy and its teaching effectiveness through training of meta-cognitive strategy for freshmen in higher vocational English course. The study shows that it is feasible to incorporate meta-cognitive strategy training into English newspaper teaching in current digital context, which can help improve students' awareness of self-study.