scholarly journals General Accuracy and General Error Factors in Metacognitive Monitoring and the Role of Time on Task in Predicting Metacognitive Judgments

2021 ◽  
Vol 14 (2) ◽  
pp. 179-208
Author(s):  
Antonio P. Gutierrez de Blume ◽  
Gregory Schraw ◽  
Fred Kuch ◽  
Aaron S Richmond
Keyword(s):  
Second Order ◽  
Time On Task ◽  
Instructional Interventions ◽  
Metacognitive Monitoring ◽  
Domain Specific ◽  
Metacognitive Judgments ◽  
Improving Accuracy ◽  
Order Domain ◽  
General Error

Gutierrez et al. (2016) conducted an experiment that provided evidence for the existence of two distinct factors in metacognitive monitoring: general accuracy and general error. They found level-1 domain-specific accuracy and error factors which loaded on second-order domain-general accuracy and error factors, which then loaded on a third-order general monitoring factor. In the present study, that experiment was repeated with 170 different participants from the same population. The present study confirmed the original findings. Both studies suggest that metacognitive monitoring consists of two different types of cognitive processes: one that is associated with accurate monitoring judgments and one that is associated with error in monitoring judgments. In addition, both studies suggest domain-specific accuracy and error factors which load onto second-order domain-general accuracy and error factors. Furthermore, in this study we devised an experiment in which general accuracy and general error are treated as separate latent dimensions and found that subjects employ the same resources they use to develop accurate judgments as a “baseline” for calibrating resources necessary in erroneous judgments, but not vice-versa. This finding supports and extends previous findings which suggests that the processes involved in managing metacognitive accuracy are different from those involved in contending with metacognitive error. Future instructional interventions in metacognitive monitoring will be better focused by concentrating on improving accuracy or reducing error, but not both concurrently.

scholarly journals Metacognitive Monitoring of the Solution of Tasks for Examination: Psychological Predictors and Relations with the Academic Success

2017 ◽  
Vol 9 (4) ◽  
pp. 33-42
Author(s):  
A.E. Fomin
Keyword(s):  
Academic Success ◽  
Young Men ◽  
Educational Institutions ◽  
Psychological Predictors ◽  
Metacognitive Monitoring ◽  
Self Assessment ◽  
Theoretical Approaches ◽  
Metacognitive Judgments ◽  
Psychological Predictor

The role of researches of metacognitive monitoring of knowledge in achievement of metasubject educational results is opened. The concept "metacognitive monitoring", its role of the academic success and theoretical approaches to an explanation of distortions of a self-assessment are analysed by pupils of own knowledge. In an empirical part on material of a research of students of average and professional educational institutions (N = 72; average age of 15,5 years; 45 young men, 27 girls) are shown: a) according to the ANOVA the accuracy of judgments of monitoring acts as a progress factor on discipline «English» (p=0,002); b) a significant psychological predictor of monitoring is the subjective availability of the answer to questions of test tasks acting as the basis for formulation of metacognitive judgments (р =0,000). In the conclusion the value of results of a research for practice of formation of reflexive competences of structure of metasubject results of training is discussed.

scholarly journals Influence of reasoning on knowledge on metacognitive monitoring of the solution of test tasks

2019 ◽  
Vol 12 (1) ◽  
pp. 126-138
Author(s):  
A.E. Fomin ◽  
E.A. Bogomolova
Keyword(s):  
Pilot Study ◽  
Middle Age ◽  
Young Men ◽  
High Standard ◽  
Metacognitive Monitoring ◽  
Subject Knowledge ◽  
Development Tools ◽  
Metacognitive Judgments

In article the problem of metacognitive monitoring of the solution of educational tasks is condemned. The role of heuristic processes as source of possible distortions in metacognitive judgments is shown. Results of pilot study in which influence of reasonings of pupils on own knowledge on characteristics of monitoring (N = 58 is studied are presented; middle age — 19,5 years; 5 young men, 53 girls). It is revealed: 1) the students formulating the arguments disproving their knowledge were less sure of the solution of test tasks, than the students who were putting forward arguments in support of correctness of the knowledge (p = 0,016); 2) students from group which put forward the disproving arguments showed more positive changes of accuracy of monitoring, in comparison with students from group which put forward the arguments confirming their knowledge (p = 0,032); 3) the procedure of reasonings on own knowledge did not reduce influence of heuristic processes on creation of judgments of metacognitive monitoring; 4) students with lower level of subject knowledge showed big changes in indicators of metacognitive monitoring in comparison with the students having more high standard of knowledge (р = 0,043). The prospects of use of the procedure of reasonings on knowledge as development tools of skills of monitoring are discussed. Some restrictions of results and conclusions of a research are specified.

Testing the sociometer: The role of self-esteem as a domain specific mediator

2007 ◽  
Author(s):  
P. S. Kavanagh ◽  
G. J. O. Fletcher ◽  
B. J. Ellis
Keyword(s):  
Self Esteem ◽  
Domain Specific

Executive Functions and Metacognitive Monitoring Are Not Interchangeable in Educational Settings: Their Shared and Unique Contribution to Academic Outcomes

2019 ◽  
Author(s):  
Rina PY Lai ◽  
Michelle Renee Ellefson ◽  
Claire Hughes
Keyword(s):  
Executive Functions ◽  
Academic Outcomes ◽  
Cognitive Skills ◽  
Latent Variable ◽  
Unique Contribution ◽  
Metacognitive Monitoring ◽  
Cognitive Predictors ◽  
Domain Specific ◽  
Variable Approach ◽  
Latent Variable Approach

Executive functions and metacognition are two cognitive predictors with well-established connections to academic performance. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic outcomes remain under-researched. To address this gap, the present study applies a latent-variable approach to test a novel theoretical model that delineates the structural link between executive functions, metacognition, and academic outcomes. In whole-class sessions, 469 children aged 9 to 14 years (M = 11.93; SD = 0.92) completed four computerized executive function tasks (inhibition, working memory, cognitive flexibility, and planning), a self-reported metacognitive monitoring questionnaire, and three standardized tests of academic ability. The results suggest that executive functions and metacognitive monitoring are not interchangeable in the educational context and that they have both shared and unique contributions to diverse academic outcomes. The findings are important for elucidating the role between two domain-general cognitive skills (executive functions and metacognition) and domain-specific academic skills.

When Do Auditors Use Specialists' Work to Improve Problem Representations of and Judgments about Complex Estimates?

2017 ◽  
Vol 93 (4) ◽  
pp. 177-202 ◽  
Author(s):  
Emily E. Griffith
Keyword(s):  
Pattern Recognition ◽  
Situational Factors ◽  
Situational Factor ◽  
High Quality ◽  
Quality Audit ◽  
Domain Specific ◽  
Epistemic Motivation ◽  
Specific Expertise ◽  
Problem Representations

ABSTRACT Auditors are more likely to identify misstatements in complex estimates if they recognize problematic patterns among an estimate's underlying assumptions. Rich problem representations aid pattern recognition, but auditors likely have difficulty developing them given auditors' limited domain-specific expertise in this area. In two experiments, I predict and find that a relational cue in a specialist's work highlighting aggressive assumptions improves auditors' problem representations and subsequent judgments about estimates. However, this improvement only occurs when a situational factor (e.g., risk) increases auditors' epistemic motivation to incorporate the cue into their problem representations. These results suggest that auditors do not always respond to cues in specialists' work. More generally, this study highlights the role of situational factors in increasing auditors' epistemic motivation to develop rich problem representations, which contribute to high-quality audit judgments in this and other domains where pattern recognition is important.

Synthesis and properties of a new second-order NLO chromophore containing the benzo[b]furan moiety for electro-optical materials

RSC Advances ◽  
2014 ◽  
Vol 4 (63) ◽  
pp. 33312-33318 ◽  
Author(s):  
Maolin Zhang ◽  
Guowei Deng ◽  
Airui Zhang ◽  
Huajun Xu ◽  
Heyan Huang ◽  
...  
Keyword(s):  
Electron Donor ◽  
Optical Materials ◽  
Furan Ring ◽  
Second Order ◽  
Donor Group ◽  
Nlo Chromophores ◽  
Furan Moiety

We have designed and synthesized a new chromophore having a 1,1,7,7-tetramethyljulolidine fused furan ring as the electron donor group to systematically investigate the role of the benzo[b]furan ring in NLO chromophores.

Developing domain-specific causal-explanatory frameworks: the role of insides and immanence

2005 ◽  
Vol 20 (1) ◽  
pp. 137-158 ◽  
Author(s):  
Gail M. Gottfried ◽  
Susan A. Gelman
Keyword(s):  
Domain Specific

scholarly journals Contradictions in Counter-Intuitive Beliefs and Naïve Dialecticism

2004 ◽  
Vol 4 (2) ◽  
pp. 373-390 ◽  
Author(s):  
Alain Samson
Keyword(s):  
Cross Cultural Psychology ◽  
Potential Role ◽  
Cultural Psychology ◽  
East Asian ◽  
Cross Cultural ◽  
Cognitive Anthropology ◽  
Domain Specific ◽  
Similarities And Differences ◽  
Role Of Religion

AbstractIn an article aimed at complementing Boyer and Sperber's (relatively structural) views of counter-intuitive concepts and their robustness in the religious domain, Franks (2003) has recently drawn attention to the fact that the tolerance of such conflict or contradiction appears to be less domain-specific in some cultures, such as those found in East Asia. This paper follows up on this important point by highlighting the similarities and differences of the tolerance for contradictions evident in East Asian 'naïve dialecticism' and nonnatural religious representations. It is argued that, despite their dissimilarity with respect to the content represented, both types of tolerances may be structurally similar. Both could also be anchored in intuition, albeit in qualitatively different ways. Given the general tolerance of psychological contradiction among persons of East Asian cultures and the potential role of religion, the question whether there is a place for the study of 'tolerance of contradiction' in cross-cultural psychology and cognitive anthropology is raised.

The role of a single lingua franca in scientific inquiry

2021 ◽  
Vol 13 (1) ◽  
pp. 29-46
Author(s):  
Ekkehard König
Keyword(s):  
Scientific Inquiry ◽  
Scientific Communication ◽  
External World ◽  
Natural Sciences ◽  
International Exchange ◽  
Conceptual System ◽  
Lingua Franca ◽  
Domain Specific ◽  
Multilingual Approach

This paper discusses the role of English as the current lingua franca academica in contrast to a multilingual approach to scientific inquiry on the basis of four perspectives: a cognitive, a typological, a contrastive and a domain-specific one. It is argued that a distinction must be drawn between the natural sciences and the humanities in order to properly assess the potential of either linguistic solution to the problem of scientific communication. To the extent that the results of scientific research are expressed in formal languages and international standardised terminology, the exclusive use of one lingua franca is unproblematic, especially if phenomena of our external world are under consideration. In the humanities, by contrast, especially in the analysis of our non-visible, mental world, a single lingua franca cannot be regarded as a neutral instrument, but may more often than not become a conceptual prison. For the humanities the analysis of the conceptual system of a language provides the most reliable access to its culture. For international exchange of results, however, the humanities too have to rely on a suitable lingua franca as language of description as opposed to the language under description.

The Value of Standardized Testing

2015 ◽  
Vol 2 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Aaron S. Benjamin ◽  
Hal Pashler
Keyword(s):  
Political Parties ◽  
Standardized Testing ◽  
Common Core ◽  
Recent Literature ◽  
The United States ◽  
Instructional Interventions ◽  
National Guidelines ◽  
Educational Benefits ◽  
Philanthropic Organizations

Recent years have seen an increased push toward the standardization of education in the United States. At the federal level, both major national political parties have generally supported the institution of national guidelines known as Common Core—a curriculum developed by states and by philanthropic organizations. A key component of past and present educational reform measures has been standardization of tests. However, increased reliance upon tests has elicited criticism, limiting their popular acceptance and widespread adoption. Tests are not only useful for assessment purposes, however. The goal of this article is to review evidence from the recent literature in psychology that indicates that tests produce direct educational benefits for students. A reconsideration of how and how many tests are implemented based on these principles may help soften the focus on testing solely as a means of assessment and help promote wider recognition of the role of tests as potent instructional interventions.

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