Metacognitive monitoring and control processes involved in primary school children's test performance

2009 ◽  
Vol 79 (4) ◽  
pp. 749-767 ◽  
Author(s):  
Claudia M. Roebers ◽  
Corinne Schmid ◽  
Thomas Roderer
Keyword(s):  
Primary School ◽  
Test Performance ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Control Processes ◽  
And Control

scholarly journals Noncriterial Recollection Influences Metacognitive Monitoring and Control Processes

2010 ◽  
Vol 63 (10) ◽  
pp. 1936-1942 ◽  
Author(s):  
Gene A. Brewer ◽  
Richard L. Marsh ◽  
Arlo Clark-Foos ◽  
Joseph T. Meeks
Keyword(s):  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Control Processes ◽  
And Control

scholarly journals Relation of Metacognitive Monitoring and Control Processes across the Life-Span

2016 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Nicole Von der Linden ◽  
Elisabeth Löffler ◽  
Wolfgang Schneider
Keyword(s):  
Older Adults ◽  
Life Span ◽  
Age Groups ◽  
Learning Task ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Control Processes ◽  
Complex Process ◽  
And Control ◽  
First Time

The two studies presented here were conducted to explore the relationship between metacognitive monitoring and control processes across the life-span. Monitoring processes often guide control processes (goal-oriented learning), yet more recent work also documents that control processes can also be based on feedback from monitoring processes (data-oriented learning). Study 1 provided first evidence for data-oriented learning in older adults and in a life-span perspective. Participants of four age groups (third-grade children, adolescents, younger and older adults) were able to adapt their Judgments-Of-Learning (JOLs) based on their Study Time (ST). Effects were most pronounced for younger and older adults. Study 2 investigated the flexible interplay between goal- and data-oriented learning within one learning task for the first time in older adults and from a life-span perspective. Adolescents and younger adults were able to switch between models while elementary children and older adults hat greater difficulties to do so. Possible causes for developmental trends are discussed. In sum, the integration of both goal- and data-oriented learning within one task seems to be a complex process.

scholarly journals Metacognitive Computations for Information Search: Confidence in Control

2021 ◽  
Author(s):  
Lion Schulz ◽  
Stephen M. Fleming ◽  
Peter Dayan
Keyword(s):  
Recent Work ◽  
Information Search ◽  
Information Seeking ◽  
Critical Role ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
Extra Information ◽  
And Control

The metacognitive sense of confidence can play a critical role in regulating decisionmaking. In particular, a lack of confidence can justify the explicit, potentially costly, instrumental acquisition of extra information that might resolve the underlying uncertainty. Recent work has suggested a statistically sophisticated tapestry behind the information governing both the making and monitoring of choices. Here, we extend this tapestry to reveal extra richness in the use of confidence for controlling information seeking. We thereby highlight how different models of metacognition can generate diverse relationships between action, confidence, and information search. More broadly, our work shows how crucial it can be to treat metacognitive monitoring and control together.

scholarly journals Metacognitive Monitoring and Control of Eyewitness Memory Reports in Autism

2020 ◽  
Vol 13 (11) ◽  
pp. 2017-2029 ◽  
Author(s):  
Katie Maras ◽  
Jade Eloise Norris ◽  
Neil Brewer
Keyword(s):  
Eyewitness Memory ◽  
Monitoring And Control ◽  
Metacognitive Monitoring ◽  
And Control

Effects of the Benzodiazepine Lorazepam on Monitoring and Control Processes in Semantic Memory

2002 ◽  
Vol 11 (1) ◽  
pp. 123-137 ◽  
Author(s):  
Marilyne Massin-Krauss ◽  
Elisabeth Bacon ◽  
Jean-Marie Danion
Keyword(s):  
Semantic Memory ◽  
Monitoring And Control ◽  
Control Processes ◽  
And Control
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