Metacognition

by Metcalfe, Janet; Shimamura, Arthur P.

• ISBN13: 9780262631693
• ISBN10: 0262631695
• Format: Paperback
• Copyright: 1996-03-01
• Publisher: Bradford Books

Summary

Metacognitionoffers an up-to-date compendium of major scientific issues involved in metacognition. The twelve original contributions provide a concise statement of theoretical and empirical research on self-reflective processes or knowing about what we know. Self-reflective processes are often thought to be central to what we mean by consciousness and the personal self. Without such processes, one would presumably respond to stimuli in an automatized and environmentally bound manner-that is, without the characteristic patterns of behavior and introspection that are manifested as plans, strategies, reflections, self-control, self-monitoring, and intelligence. A Bradford Book

Table of Contents

Foreword

Preface

Why Investigate Metacognition?

Previous Research

Three Shortcomings of Previous Research

First Shortcoming: Lack of a Target for Research

Second Shortcoming: Overemphasis on a Nonreflective-Organism Approach

Third Shortcoming: Short-Circuiting via Experimental Control

Toward a Theory of Metacognition

Critical Features of Metacognition

More Than Two Levels

Control Processes in Metamemory

Monitoring Processes in Metamemory

Subjective Reports as a Methodological Tool for Investigating Monitoring and Control Processes

Our Own Approach to Research Metamemory

Framework

Target of the Research

Renewed Emphasis on Learning

Looking Ahead

Acknowledgments

Notes

Frustrated Feelings of Imminent Recall: On the Tip of the Tongue.

How Can TOT States Be Elicited and Examined under Controlled Laboratory Conditions?

What Causes TOT States?

How Are TOT States Resolved?

What Awareness of Retrieval's Imminence Exists?

What Does It Mean When a Subject Reports a TOT State?

Conclusions and Directions for Future Research

Acknowledgment

Note

A New Look at Feeling of Knowing: Its Metacognitive Role in Regulating Question Answering.

What Is Feeling of Knowing?

Early Interest in Feeling of Knowing

Recent Investigations on Feeling of Knowing

Distinguishing between Feeling of Knowing and Confidence

A Revised Definition of Feeling of Knowing

Empirical Support for This Revision

What Mechanisms Underlie Feeling of Knowing? Diverse Speculations

Trace Access versus Inferential Mechanisms

Trace Access versus Cue Familiarity Mechanisms

Empirical Evidence on Trace Assess versus Cue Familiarity

More Empirical Evidence

Distinctions between Classic and Revised Feeling-of-Knowing Research

What Is the Function of This Process?

Monitoring and Controlling Functions

Support for the Existence of Strategy Choice

Empirical Support for the Role of Feeling of Knowing in Strategy Choice

Search Duration

Conclusion

Acknowledgments

Note

Subthreshold Priming and Memory Monitoring

Subthreshold Priming

Metacognitive Judgments

A Methodological Consideration

Subthreshold Priming Research and Judgments of Knowing

FOK and Perceptual Identification

FOK/C and Recall

Related Superthreshold Priming Research

Subthreshold Priming Research and JOL

First Study: Subthreshold Target Priming

Second Study: Subthreshold Cue and Target Priming

Summary

Conclusions

Acknowledgments

Notes

Methodological Problems and Pitfalls in the Study of Human Metacognition

Number of Test Alternatives

Recognition

Recall

The Hazards of Restricted Range

Different Levels of Performance on Criterion Tasks: Dissociation Studies

Nature of the Test: Subjects' Expectations and Subjects' Skills

Knowledge of the Test

Skill or Knowledge in the Domain

Conclusion

Acknowledgments

Note

Memory's Knowledge of Its Own Knowledge: The Accessibility Account of the Feeling of Knowing

What Do We Know When We Don't Know?

What Is the Referent for FOK and Partial Information?

The Trace-Access Account of FOK

FOK as Based on Inference

The Accessibility Account of the Feeling of Knowing

Explaining the Accuracy and Inaccuracy of FOK

An Accessibility Model of FOK and Some Empirical Evidence

Acknowledgments

A Computational Modeling Approach to Novelty Monitoring, Metacognition, and Frontal Lobe Dysfunction

The Model

Novelty Monitoring and Control in Selected Cognitive Paradigms

Feelings of Knowing

Buildup and Release from Proactive Inhibition

Cue Overload

The Von Restorff Effect

Spacing Effects

Feeling-of-Knowing Judgments

Cognitive Neuroscience of Novelty Detection and Metamemory

Conclusion

Acknowledgments

Note

Viewing Eyewitness Research from a Metacognitive Perspective

The Effects of Misleading Postevent Information

The Misinformation Effect as a Metacognitive Monitoring Error

The Relationship between Witness Confidence and Accuracy

The Calibration of Eyewitnesses

The Calibration of Eyewitnesses in the Face of Misinformation

Experiment 1

Method

Results and Discussion1

Was There a Misinformation Effect?

The Confidence Data

The Calibration Graph

Experiment 2

Method

Results and Discussion

The Misinformation Effect

The Confidence Data

The Calibration Graph

General Discussion

Conclusion

Acknowledgments

Note

Memory and Metamemory Considerations in the Training of Human Beings

Memory Considerations

The Goals of Training

Relevant Peculiarities of the Human as a Memory Device

The Need to Introduce Difficulties for the Learner

Varying the Conditions of Practice

Providing Contextual Interference

Distributing Practice on a Given Task

Reducing Feedback to the Learner

Using Tests as Learning Events

Misperceptions of the Trainer

Metamemory Considerations

Relevant Peculiarities of the Human as a Memory Device

Misperceptions of the Learner: Using One Index to Predict Another

The Need to Introduce Difficulties for the Learner

Should the Posttraining Environment be Simulated during Training?

Concluding Comments

Acknowledgment

The Role of Metacognition in Problem Solving

Identifying and Defining the Problem

Representing the Problem

The Three-Process View of Representational Change

Selective Encoding

Selective Combination

Selective Comparison

Hints and Representational Change

Planning How to Proceed

Well-Structured Problems

Ill-structured Problems

Solution Evaluation: Knowing About What You Know

Individual Differences in the Use of Metacognitive Processes

The Role of Situational Context in Problem Solving

Summary

Metacognitive Development in Adulthood and Old Age

Dimensions of Metamemory

Metamemory in Adult Populations

Metamemory: Knowledge, Self-Monitoring, and Strategic Behavior

Metamemory as a Belief System

Do Memory Self-Efficacy Beliefs Vary as a Function of Age?

Memory Self-Efficacy and Performance Anxiety

Predicting Memory Performance: A Metacognitive Account

Summary and Conclusions

Acknowledgments

The Neuropsychology of Metacognition

Blindsight

Visual Agnosia

Organic Amnesia and Implicit Memory

Disorders of Metamemory

Concluding Remarks

References

Contributors

Author Index

Subject Index

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