Transcript Cognition, 8e by Margaret W. Matlin Chapter 6 Metacognition
Cognition, 8e
Chapter 6
Metacognition
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
metacognition • your knowledge and control of your cognitive processes • supervises the way you select and use your memory strategies • includes self-knowledge, metamemory, metacomprehension
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Factors that Influence People's Metamemory Accuracy
Metamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual Items
• In general, people tend to be overconfident if you ask them to predict their
total score
memory test. on a
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Factors that Influence People's Metamemory Accuracy
Metamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual Items
• In contrast, people tend to be accurate if you ask them to predict which
individual items
they will remember and which ones they will forget.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Factors that Influence People's Metamemory Accuracy
Metamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual Items
foresight bias —when people overestimate the number of answers that they will supply on a future test Studying with the correct responses visible can lead to overly optimistic estimates.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Factors that Influence People's Metamemory Accuracy
Metamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual Items
Dunning and coauthors (2003) • estimate of total score
after
finishing exam • less competent students overestimated performance
Cognition, 8e by Margaret W. Matlin Chapter 6
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Factors that Influence People's Metamemory Accuracy
Metamemory: Estimating the Score Immediately Versus After a Delay
• People do not provide accurate memory estimates for individual items, if they make these estimates immediately after learning the items.
• In contrast—if they delay their judgments— they are reasonably accurate in predicting which items they will recall.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory About Factors Affecting Memory Accuracy
Many students lack knowledge of memory strategies.
"All memory strategies are not created equal." Students may believe that some factors do have an effect on memory, although these factors actually
do not
have an effect.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Regulation of Study Strategies
• coordinate memory and decision making • remember to spend more time on difficult material
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Regulation of Study Strategies
Allocating Time When the Task is Easy
Nelson and Leonesio (1988) • examined how students distribute their study time when they can study at their own pace • Students allocated more study time for the items that they believed would be difficult to master.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Regulation of Study Strategies
Allocating Time When the Task is Easy
Nelson and Leonesio (1988)
(continued)
• Students spend longer than necessary studying items they already know, and not enough time studying the items they have not yet mastered.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Regulation of Study Strategies
Allocating Time When the Task is Easy
Son and Metcalfe (2000) —Students spend more time on difficult items in studies examining relatively easy material like learning pairs of words.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Regulation of Study Strategies
Allocating Time When the Task is Difficult
Son and Metcalfe (2000) • test material—a series of eight encyclopedia-style biographies • time pressure—only 30 minutes to study • rank the biographies in terms of difficulty
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Regulation of Study Strategies
Allocating Time When the Task is Difficult
Son and Metcalfe (2000)
(continued)
• Students spent the majority of their study time on the biographies they considered easy, rather than those they considered difficult.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Regulation of Study Strategies
Allocating Time When the Task is Difficult
Other studies also indicated that when facing time pressure, students choose to study material that seems relatively easy to master.
Experts concentrate their time on more challenging material, compared to novices.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Likelihood of Remembering a Specific Target
1. The tip-of-the-tongue effect —subjective experience of knowing the target word for which you are searching, but cannot recall it right now; generally an involuntary effect 2. The feeling-of-knowing effect —subjective experience of knowing some information, but cannot recall it right now; more conscious experience
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Likelihood of Remembering a Specific Target
The Tip-of-the-Tongue Effect
Brown and McNeill (1966)
(continued)
• Similar sounding words did indeed resemble the target words in terms of first letter and/or other attributes like number of syllables.
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Likelihood of Remembering a Specific Target
The Tip-of-the-Tongue Effect
Later Research • often accompanied by nonverbal behaviors (e.g., exaggerated facial expression, foot movements); an example of embodied cognition (thoughts expressed as motor behavior)
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metamemory and the Likelihood of Remembering a Specific Target
The Feeling-of-Knowing Effect
• predicting whether you could correctly recognize the correct answer to a question • related to the amount of partial information retrieved
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metacomprehension
metacomprehension —thoughts about language comprehension
Metacomprehension Accuracy
College students • are not very accurate in metacomprehension skills • may not notice inconsistencies or missing information in a passage
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metacomprehension
Metacomprehension Accuracy
College students • believe they have understood something because they are familiar with its general topic • fail to retain specific information • overestimate how they will perform when tested
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metacomprehension
Metacomprehension Accuracy
Pressley and Ghatala (1988) • reading comprehension using SAT; essay followed by multiple-choice questions • students rated how certain they were that they had answered each question correctly • little difference between estimates on correct and incorrect items
Cognition, 8e by Margaret W. Matlin Chapter 6
Metacognition
Metacomprehension
Metacomprehension Accuracy
Pressley and Ghatala (1988) • students believed that they understood the material, even when they answered the questions incorrectly
Cognition, 8e by Margaret W. Matlin Chapter 6