scholarly journals Memory Awareness (Kesadaran Memori) pada Anak

2017 ◽  
Vol 2 (2) ◽  
pp. 127-139
Author(s):  
Nur Fatwikiningsih

Memory awareness (kesadaran memori) adalah salah satu bagian dari metakognitif. Anak-anak memiliki kemampuan untuk memantau performance memori diri sendiri (metacognitive monitoring). Penelitian observasi partisipan pada anak usia 4-11 tahun ini bertujuan untuk melihat ketepatan memory awareness (kesadaran memori) mereka serta memeriksa pemahaman anak-anak tersebut akan proses memorinya. Hasil observasi menunjukkan (t = - 4.239, p = 0.001) bahwa partisipan (anak usia 4-11 tahun) mengalami peningkatan signifikan antara jumlah gambar yang mungkin diingat (prediksi penilaian keyakinan) dan performance aktual. Anak-anak usia yang lebih muda optimis mengenai kemampuan mengingat dibandingkan usia di atasnya

2020 ◽  
Vol 228 (4) ◽  
pp. 244-253 ◽  
Author(s):  
Sonja Kälin ◽  
Claudia M. Roebers

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.


2019 ◽  
Author(s):  
Rina PY Lai ◽  
Michelle Renee Ellefson ◽  
Claire Hughes

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.


2019 ◽  
Vol 14 (2) ◽  
pp. 157-163
Author(s):  
Majid Hajibaba ◽  
Mohsen Sharifi ◽  
Saeid Gorgin

Background: One of the pivotal challenges in nowadays genomic research domain is the fast processing of voluminous data such as the ones engendered by high-throughput Next-Generation Sequencing technologies. On the other hand, BLAST (Basic Local Alignment Search Tool), a longestablished and renowned tool in Bioinformatics, has shown to be incredibly slow in this regard. Objective: To improve the performance of BLAST in the processing of voluminous data, we have applied a novel memory-aware technique to BLAST for faster parallel processing of voluminous data. Method: We have used a master-worker model for the processing of voluminous data alongside a memory-aware technique in which the master partitions the whole data in equal chunks, one chunk for each worker, and consequently each worker further splits and formats its allocated data chunk according to the size of its memory. Each worker searches every split data one-by-one through a list of queries. Results: We have chosen a list of queries with different lengths to run insensitive searches in a huge database called UniProtKB/TrEMBL. Our experiments show 20 percent improvement in performance when workers used our proposed memory-aware technique compared to when they were not memory aware. Comparatively, experiments show even higher performance improvement, approximately 50 percent, when we applied our memory-aware technique to mpiBLAST. Conclusion: We have shown that memory-awareness in formatting bulky database, when running BLAST, can improve performance significantly, while preventing unexpected crashes in low-memory environments. Even though distributed computing attempts to mitigate search time by partitioning and distributing database portions, our memory-aware technique alleviates negative effects of page-faults on performance.


Author(s):  
Florian J. Buehler ◽  
Mariëtte H. van Loon ◽  
Natalie S. Bayard ◽  
Martina Steiner ◽  
Claudia M. Roebers

AbstractMetacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring (in terms of resolution) between native and non-native speaking fourth graders (~ 10 year olds) in two studies. In Study 1, we matched 30 native and 30 non-native speakers and assessed their monitoring in the context of a paired-associates task, including a recognition test and confidence judgements. Study 1 revealed that recognition and monitoring did not differ between native and non-native speaking children. In Study 2, we matched 36 native and 36 non-native speakers and assessed their monitoring with the same paired-associates task. Additionally, we included a text comprehension task with open-ended questions and confidence judgments. We replicated the findings of Study 1, suggesting that recognition and monitoring do not necessarily differ between native and non-native speakers. However, native speaking students answered more open-ended questions correctly than non-native speaking students did. Nevertheless, the two groups did not differ in monitoring their answers to open-ended questions. Our results indicate that native and non-native speaking children may monitor their metacognitive resolution equally, independent of task performance and characteristics. In conclusion, metacognitive monitoring deficits may not be the primary source of the academic performance differences between native and non-native speaking students.


Physiotherapy ◽  
2014 ◽  
Vol 22 (4) ◽  
Author(s):  
Agnieszka Stępień ◽  
Sylwia Chładzińska-Kiejna ◽  
Katarzyna Salamon-Krakowska

AbstractDissociative psychopathology is understood as an immature defence mechanism of personality, based on the techniques of reality distortion. The natural cause of a disorder reflects the lack of sense of coherence between identity, memory, awareness, perception and consequently - goal orientated action. Its symptoms manifest the separation of emotions, thoughts and behaviours bound with an event in order to maintain an illusory sense of control of demanding and unbearable experience.We describe the case of a 57-year-old woman suffering from broad range of dissociative symptoms from early childhood. Decomposition of integrity between memories, a sense of self-identity and control of the body has become the cause of numerous suicide attempts, multiple psychiatric hospitalizations and not fully effective therapy attempts. Destructive influence of psychopathological symptoms negatively influenced patient’s life course, decisions made as well as family, work and social life.


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