Metacognitive learning: the effect of item-specific experience and age on metamemory calibration and planning

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.

Refined empirical line method to calibrate IKONOS imagery

INTRODUCTION To extract quantitative biophysical parameter such as leaf biomass and leaf chlorophyll concentra- tion from the remotely sensed imagery accurately, the effects of atmospheric scattering and absorption must be removed. Atmospheric effects add to or diminish true ground reflectance, if the atmospheric spectral features are not properly removed. A significant analytical bias could be introduced for data interpre- tation (Ben-Dor and Levin, 2000). Many approaches have been deve…     

Can Providing Rubrics for Writing Tasks Improve Developing Writers' Calibration Accuracy?

Rubric-referenced calibration and the interaction between writing achievement and calibration, a measure of the relationship between one's performance and the accuracy of one's judgments, were investigated. Undergraduate students (N = 596) were assigned to one of three calibration conditions: (a) global, (b) global and general criteria, or (c) global and detailed criteria. Students in all three conditions provided global predictions and postdictions of essay exam scores. Although calibration judgments by condition did not affect calibration accuracy overall, statistically significant main effects were found between calibration accuracy by criteria and prior achievement. High achievers made more-accurate predictions and postdictions by criteria than low achievers. Regardless of achievement level, those students in the detailed rubric condition had higher postdictive accuracy for the organization criteria than did students in the general rubric condition.     

基于力控的热式气体流量计标定平台系统设计

本文设计了一种基于力控组态软件的热式气体流量计的标定平台系统,首先详细的介绍了标定平台系统的设计思路,系统硬件构成、软件设计流程,最后实际的标定结果显示该系统稳定、可靠、高效。     

A user-friendly calibration system for bicycle ergometers, home trainers and bicycle power monitoring devices

In this study, a new system for the calibration of bicycle ergometers, home trainers and bicycle power monitoring devices is described. This system contains a portable calibration rig as well as a specialised calibration software and is designed for easy and efficient use directly on-site by non-expert personnel. Key features of the calibration rig include a cradle used to implement a torque reaction measurement technique, roller casters, sliding coupling, and crowned splines to facilitate and speed up the calibration process. The maximum power uncertainty delivered by the calibration rig for a nominal power level range of 50–600 W is ±0.9%. A software to guide users through the calibration process and generate calibration charts is described. To illustrate how the calibration system is typically used, the calibration charts of two different brands of home trainers have been obtained, and the power output measurement accuracy of two bicycle power monitoring devices has been determined. Power discrepancies were noted. The results in this study reveal that the calibration system is an effective tool in characterising the behaviour of home trainers.     

The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students

A 2 × 2 factorial design was employed in a quasi-experiment to investigate the effects of guidelines in group or individual settings on the calibration accuracy and achievement of 82 high school biology students. Significant main effects indicated that calibration practice with guidelines and practice in group settings increased prediction and postdiction accuracy. A significant interaction showed that students who practiced calibration in groups using guidelines showed the greatest accuracy in their predictions and postdictions. Students in the guidelines condition and in the group setting condition had significantly higher achievement scores. The findings of this study suggest that the use of guidelines and group settings can promote calibration accuracy and achievement in high school biology courses.     

The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction

This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.