Memory tasks involve a degree of judgment and strategic decision-making, based upon the perceived benefits of particular learning, maintenance and recall strategies. The consequences of these metacognitive judgments for memory have been amply documented under experimental conditions that require participants to focus upon a task in the absence of distractors. Eight experiments consider the impa...

in order to confirm the effectiveness of language learning strategies in theiranian context in junior high schools, this study was designed to examine thepatterns of strategy use, the effects of strategy instruction on the students’ strategyuse, and the relationship between the participants’ strategy use and their englishachievement. to achieve this objective, 57 junior high school participants...

BACKGROUND This study reports the development and revision of the Beliefs about Paranoia Scale (BaPS), a self-report measure to assess metacognitive beliefs about paranoia in non-patients. We aimed to confirm the factor structure of a revised 50-item version of the measure and test the specific hypotheses that positive beliefs about paranoia would predict frequency of paranoia, and that negativ...

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of ...

An empirically based cognitive model of real-world decision making was implemented in Shruti, a system capable of rapid, parallel relational reasoning. The system effectively simulates a two-tiered strategy associated with proficient decisions makers: Recognitional or reflexive activation of expectations and associated responses, accompanied by an optional, recursive process of critiquing and c...

Metacognition and self-regulation are processes extremely relevant to education of persons with intellectual disabilities. They play a central role in specific limitations, such as outer-directedness and lack of strategy transfer, and are related to desirable educational objectives such as self-determination. Although computer-assisted training has shown to be successful in training specific ab...

Our learning-by-teaching environment has students take on the role and responsibilities of a teacher to a virtual student named Betty. The environment is designed to help students learn and understand science topics for themselves as they teach and monitor their agent. This process is supported by adaptive scaffolding and feedback through interactions with the teachable agent and a mentor agent...

Metacognitive reading strategies are to facilitate the process of students, give them chance monitor and control process, regulate process. While many typically developing children can gain these cognitive processes, with learning disabilities (LD) have difficulties. They also more limited memory than children. It is an effective method in making it easier for difficulties remember information ...

This case study explores how strategy-based instruction (SBI), assisted by multimedia software, can be incorporated to teach beginning-level ESL learners metacognitive writing strategies. Two beginning-level adult learners participated in a 10-session SBI on planning and organizing strategies. The Cognitive Academic Language Learning Approach (CALLA) was implemented with the aid of graphic orga...