The Role of Self-Monitoring in Initial Word-Recognition Learning

2010 ◽  
pp. 235-253 ◽  
Author(s):  
Robert M. Schwartz ◽  
Patricia A. Gallant
Keyword(s):  
Word Recognition ◽  
Self Monitoring ◽  
Recognition Learning

Individual Differences in the Name Similarity Effect

2014 ◽  
Vol 35 (2) ◽  
pp. 111-118
Author(s):  
Daniel J. Howard ◽  
Roger A. Kerin
Keyword(s):  
Individual Differences ◽  
Impression Management ◽  
Interactive Effect ◽  
Purchase Intentions ◽  
Brand Attitude ◽  
Self Monitoring ◽  
Similarity Effect ◽  
And Behavior ◽  
Usage Context

The name similarity effect is the tendency to like people, places, and things with names similar to our own. Although many researchers have examined name similarity effects on preferences and behavior, no research to date has examined whether individual differences exist in susceptibility to those effects. This research reports the results of two experiments that examine the role of self-monitoring in moderating name similarity effects. In the first experiment, name similarity effects on brand attitude and purchase intentions were found to be stronger for respondents high, rather than low, in self-monitoring. In the second experiment, the interactive effect observed in the first study was found to be especially true in a public (vs. private) usage context. These findings are consistent with theoretical expectations of name similarity effects as an expression of egotism manifested in the image and impression management concerns of high self-monitors.

The Role of Self-Monitoring in Stereotype-to-Behavior Effects

2003 ◽  
Author(s):  
Kenneth G. Demarree ◽  
S. Christian Wheeler ◽  
Richard E. Petty
Keyword(s):  
Self Monitoring

An investigation of the role of grapheme units in word recognition

2011 ◽  
Author(s):  
S. J. Lupker ◽  
J. Acha ◽  
C. J. Davis ◽  
M. Perea
Keyword(s):  
Word Recognition

The complex role of rater perceptual self-monitoring in evaluating performance

2010 ◽  
Author(s):  
Jeffrey S. Conway ◽  
John T. Hazer ◽  
Brittany N. Brown
Keyword(s):  
Self Monitoring

The role of intonation in early word recognition and learning

2014 ◽  
Author(s):  
Jill C. Thorson ◽  
James L. Morgan
Keyword(s):  
Word Recognition

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

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