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Metacognition is a person’s ability to think about their own thinking, to think about their own cognitive ability and knowledge
and then to take the appropriate regulatory steps when a problem is detected. Although considerable research has examined
the level of such ability in various contexts, there has been relatively little study on whether metacognition can be improved
with experience. The present research examined this question for both general (lifetime experience) and item-specific (repetition)
experience. Metamemory calibration (correlations between memory predictions and performance) and planning (correlations between
memory predictions and study decisions) were examined in both young and older adults. The results indicated that both calibration
and planning efficiency increased only with item-specific experience, and even though calibration benefited from experience
equally for young and older adults, only younger adults showed better improvement in planning with experience.
相似文献
Katherine D. ArbuthnottEmail: |
723.
This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within
the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided
strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a)
long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment
of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues
including early career researchers and research degree candidates.
相似文献
Keith SkampEmail: |
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This project was concerned with the relationship between children's explanatory style (optimism vs pessimism) and achievement in mathematics indexed by the Progressive Achievement Test. A total of 145 children from Grades 4, 6 and 7 (aged 8 to 12 years) participated as subjects. The Children's Attributional Styles Questionnaire (CASQ) correlated significantly (r= 0.34) with current achievement and scores on the negative subscale of the CASQ correlated with achievement data collected 2 and 3 years previously. On a further questionnaire concerned with motives for learning, optimistic children endorsed task‐orientation goals, whereas ego‐orientation goals were endorsed by both optimistic and pessimistic children. Significant sex differences were found on the CASQ, with a greater number of boys displaying a relatively depressogenic pattern. 相似文献
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