With the rapid evolution of technology and the increasing complexity of software systems,there is a growing demand for effective educational approaches that empower learners to acquire and apply software engineering s...With the rapid evolution of technology and the increasing complexity of software systems,there is a growing demand for effective educational approaches that empower learners to acquire and apply software engineering skills in practical contexts.This paper presents an intelligent and interactive learning(Meta-SEE)framework for software engineering education that combines the immersive capabilities of the metaverse with the cognitive processes of metacognition,to create an interactive and engaging learning environment.In the Meta-SEE framework,learners are immersed in a virtual world where they can collaboratively engage with concepts and practices of software engineering.Through the integration of metacognitive strategies,learners are empowered to monitor,regulate,and adapt their learning processes.By incorporating metacognition within the metaverse,learners gain a deeper understanding of their own thinking processes and become self-directed learners.In addition,MetaSEE has the potential to revolutionize software engineering education by offering a dynamic,immersive,and personalized learning experience.It allows learners to engage in realistic software development scenarios,explore complex systems,and collaborate with peers and instructors in virtual spaces.展开更多
When solving a mathematical problem, we sometimes encounter a situation where we can not reach a correct answer in spite of acquiring knowledge and formula necessary for the solution. The reason can be attributed to t...When solving a mathematical problem, we sometimes encounter a situation where we can not reach a correct answer in spite of acquiring knowledge and formula necessary for the solution. The reason can be attributed to the lack in metacognitive abilities. Metacognitive abilities consist of comparing the difficulty of problem with own ability, proper plan of solution process, and conscious monitoring and control of solution process. The role and importance of metacognitive ability in mathematical problem solving of permutations and combinations was explored. Participants were required to solve five practical problems related to permutations and combinations. For each problem, the solution process was divided into: (1) understanding (recognition) of mathematical problem; (2) plan of solution; (3) execution of solution. Participants were also required to rate the anticipation whether they could solve it or not, and to rate the confidence of their own answer. According to the total score of five problems, the participants were categorized into the group of the high test score and the group of the low test score. As a result, at the plan and the execution processes, statistically significant differences were detected between the high and the low score groups. As for the rating on the anticipation of result and the confidence of own answer, no significant differences were found between both groups. Moreover, the relationship between the score of plan process and the score of execution process was statistically correlated. In other words, the more proper the plan process was conducted, the more proper solution the participants reached. In such a way, the importance of metacognitive ability in the solving process, especially the plan ability, was suggested.展开更多
Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed wi...Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores the practical implications for research on metacognition in schizophrenia for this issue. First, we present the integrated model of metacognition, which defines metacognition as the spectrum of activities which allow individual to have available to themselves an integrated sense of self and others as they appraise and respond to the unique challenges they face. Second, we present research suggesting that many with schizophrenia experience deficits in metacognition and that those deficits compromise individuals' abilities to manage their lives and mental health challenges. Third, we discuss a form of psychotherapy inspired by this research, Metacognitive Reflection and Insight Therapy which assists individuals to recapture the ability to form integrated ideas about themselves and others and so direct their own recovery. The need for recovery oriented interventions to focus on process and on patient's purposes, assess metacognition and consider the intersubjective contexts in which this occurres is discussed.展开更多
BACKGROUND The metacognitive model of generalized anxiety disorder identifies three forms of metacognition:Positive metacognitive beliefs about worry(POS),negative metacognitive beliefs about worry(NEG),and meta-worry...BACKGROUND The metacognitive model of generalized anxiety disorder identifies three forms of metacognition:Positive metacognitive beliefs about worry(POS),negative metacognitive beliefs about worry(NEG),and meta-worry.Though this model was originally developed relying on adult samples,it has since been applied to children and youth in different studies,and results mostly support its validity for this group.As the roles of POS,meta-worry,and age-effects do not appear to be fully clarified for children and adolescents yet,an integration of studies on children and adolescents and the metacognitive model is both timely and worthwhile.AIM To summarize the current research on relationships,age-effects,and measurements for POS,NEG,and meta-worry in childhood and youth.METHODS We carried out a literature search in the electronic databases PsycINFO,PubMed,PSYNDEX,and ERIC in 2017 and updated in 2020.Empirical research in German or English language on metacognition was included with child and adolescent samples diagnosed with anxiety disorders or healthy controls if POS,NEG,or meta-worry were measured.Studies were included for meta-analysis if they reported correlations between these metacognitions and anxiety or worry.Consensus rating for eligibility was done for 20.89% of full-texts with 90.32% agreement.Risk of bias was assessed with the appraisal tool for cross-sectional studies and consensus rating of appraisal tool for cross-sectional studies for 20.83% of included studies attaining agreement of intraclass correlation=0.898.Overall,correlations between metacognitions,anxiety and worry were calculated with RevMan 5.4.1,assuming random-effects models.Meta-regressions with mean age as the covariate were performed via the online tool MetaMar 2.7.0.PROSPERO-ID:CRD42018078852.RESULTS Overall,k=763 records and k=78 additional records were identified.Of those,k=48 studies with 12839 participants were included and of those,k=24 studies were included for meta-analysis.Most studies showed consistent NEG correlations with worry and anxiety,as well as higher values for clinical than for nonclinical samples.POS findings were less consistent.Meta-analysis revealed large effects for NEG correlating with worry and anxiety,small to medium effects for POS correlating with worry and anxiety,as well as small to medium effects for POS correlating with NEG.Meta-regressions did not reveal mean age as a significant covariate.Meta-worry was assessed in only one study.We identified eight questionnaires and one interview-format that assess metacognition about worry in children and adolescents.CONCLUSION POS and NEG are measurable from the age of seven upwards and correlate with anxiety and worry without influences by age.Meta-worry requires further investigation.展开更多
There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abili...There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abilities. The aim of this study was to compare the metacognitive characteristics between non-major and major students in electric engineering and clarify the difference of metacognitive process between these two groups when solving basic problems of electronic circuit. In the experiment, the solving process was compared between non-major and major students in electric engineering using five basic problems. We found that the scores on prediction of result and confidence of own answer differed significantly between non-major and major students, and inferred that the difference of performance was due to the lack in metacognitive ability, especially the plan and the execution abilities. Both prediction of results and confidence of own answer were also found to play a significant role in effective problem solving as important components (subsystems) of metacognition.展开更多
AIM To explore the association between metacognitive beliefs, rumination and shyness in a non-clinical sample of adults. METHODS One hundred and three healthy subjects from the general population were enrolled in the ...AIM To explore the association between metacognitive beliefs, rumination and shyness in a non-clinical sample of adults. METHODS One hundred and three healthy subjects from the general population were enrolled in the study. Shyness was evaluated using the Revised Cheek and Buss Shyness Scale, rumination was assessed using the Ruminative Response Scale, metacognition was evaluated using the MetaCognitions Questionnaire 30, and anxiety levels were measured using the State Trait Anxiety Inventory form Y. Correlation analyses, mediation models and 95% bias-corrected and accelerated(BCaCI) bootstrapped analyses were performed. Mediation analyses were adjusted for sex and anxiety. RESULTS Shyness, rumination and metacognition were significantly correlated(P < 0.05). The relationship between metacognition and shyness was fully mediated by rumination(Indirect effect: 0.20; 95% BCaCI: 0.08-0.33).CONCLUSION These findings suggest an association between metacognition and shyness. Rumination mediated the relationship between metacognition and shyness, suggesting that rumination could be a cognitive strategy for shy people. Future research should explore the relationship between these constructs in more depth.展开更多
Two studies test the hypothesis of conserving resources while performing depleting physical tasks and the modifying role of metacognitive self(MCS).A total of 216 undergraduate students performed two types of physical...Two studies test the hypothesis of conserving resources while performing depleting physical tasks and the modifying role of metacognitive self(MCS).A total of 216 undergraduate students performed two types of physical tasks(a body support on forearms―the first experiment;and a cold water test―the second experiment)in anticipation vs.no anticipation of the future task conditions.Among individuals with high-MCS much weaker persistence could be observed than among those with low-MCS.These results support theories of adaptive goal disengagement suggesting that how individuals apply their resources may stem from other reasons than ego depletion.展开更多
There is ample research on the vocabulary learning strategies used by EFL and ESL learners.Moreover,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies instruction.H...There is ample research on the vocabulary learning strategies used by EFL and ESL learners.Moreover,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies instruction.However,the impact of using metacognitive strategies along with vocabulary learning strategies on weak language learners has not been researched.The aim of this paper is to report on the effects of training low-achiever English as a foreign language learners with vocabulary learning strategies along with metacognitive strategies on vocabulary acquisition.Two B1 level groups of students were assigned as treatment and control groups at a university in Istanbul,Turkey.A Vocabulary Strategy Use Survey was given to identify the vocabulary strategy use of the subjects at the outset of the study.The treatment group was trained on vocabulary learning strategies combined with metacognitive strategy training.The control group studied the same words without any training.A vocabulary test was administered to both groups as a post-test and the results were compared.The findings of the Post-Test demonstrated that training weak language learners with vocabulary learning strategies along with metacognitive strategies has a positive impact on helping these learners increase their lexical knowledge,as the experimental group scored higher on the post-test compared to the control group.展开更多
Statistical literacy is crucial for cultivating well-rounded thinkers.The integration of evidence-based strategies in teaching and learning is pivotal for enhancing students’statistical literacy.This research specifi...Statistical literacy is crucial for cultivating well-rounded thinkers.The integration of evidence-based strategies in teaching and learning is pivotal for enhancing students’statistical literacy.This research specifically focuses on the utilization of Share and Model Concepts and Nurturing Metacognition as evidence-based strategies aimed at improving the statistical literacy of learners.The study employed a quasi-experimental design,specifically the nonequivalent control group,wherein students answered pre-test and post-test instruments and researcher-made questionnaires.The study included 50 first-year Bachelor in Secondary Education majors in Mathematics and Science for the academic year 2023-2024.The results of the study revealed a significant difference in the scores of student respondents,indicating that the use of evidence-based strategies helped students enhance their statistical literacy.This signifies a noteworthy increase in their performance,ranging from very low to very high proficiency in understanding statistical concepts,insights into the application of statistical concepts,numeracy,graph skills,interpretation capabilities,and visualization and communication skills.Furthermore,the study showed a significant difference in the post-test scores’performance of the two groups in understanding statistical concepts and visualization and communication skills.However,no significant difference was found in the post-test scores of the two groups concerning insights into the application of statistical concepts,numeracy and graph skills,and interpretation capabilities.Additionally,students acknowledged that the implementation of evidence-based strategies significantly contributed to the improvement of their statistical literacy.展开更多
Metacognition has been divided into information monitoring and control processes. Monitoring involves knowing that you know or do not know some information without taking corrective action. Control involves taking cor...Metacognition has been divided into information monitoring and control processes. Monitoring involves knowing that you know or do not know some information without taking corrective action. Control involves taking corrective action based on the knowledge that you know or do not know some information. In comparative metacognition, considerable attention has been paid toward critically assessing putative evidence for information monitoring in non-human animals. However, less attention has been paid toward critically evaluating evidence for control processes in animals. We briefly review a critique of information-monitoring in animals. Next, we apply these concepts to a number of studies that focus on information seeking in animals. The main type of evidence for control processes in animals come from tube tipping experiments. Before having the opportunity to search for the bait in these experiments, the subject sometimes observes opaque tubes being baited but is sometimes prevented from seeing the baiting. The observations that the subjects look more if baiting was not seen and are more accurate if baiting was seen have been taken as evidence for metacognition in information-seeking experiments. We propose simple alternative hypotheses that are sufficient to explain putative evidence for information seeking in animals without positing metacognition. The alternative explanation focuses on two relatively simple principles: First, an animal has a default "look before you go" response which supersedes random searches in space. Second, spatially guided behavior follows a default rule of "go where something good is." These principles can explain the results of tube tipping experiments without proposing metacognition [Current Zoology 57 (4): 531-542, 2011].展开更多
During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies...During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies to solve the problems during it. The purpose of this paper is to determine the use of metacognitive strategies in reading by the PE & Art majors through questionnaire. According to the result of the questionnaire, the PE & Art majors do use some metacognitive strategies in their reading, while nearly half of them do not often use metacognitive strategies in their reading. For this phenomenon, the author gives some constructive suggestions for the English majors about how to apply the metacognitive strategies in their reading: 1) preparing and planning in pre-reading; 2) monitoring and self-questioning in while-reading; 3) evaluating and adjusting in post-reading.展开更多
This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students' English learning. It mainly deals with the English listening on the basis of metcognition, the practice of...This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students' English learning. It mainly deals with the English listening on the basis of metcognition, the practice of cognitive linguistics in oral English learning, the practice of cognitive linguistics in English reading, the learning strategy of English writing on the basis of cognitive linguistics and the practice of cognitive linguistics in English translation. The paper draws the conclusion that in any aspects of English learning, i.e. listening, speaking, reading, writing and translating, cognitive linguistics could be practiced. When cognitive linguistics is applied in English learning, the learners can break through the bottlenecks of college English study.展开更多
This thesis firstly deals with the definition of metacognition, metacognitive knowledge and metacognitive strategies.Then, it presents the relationship between metacognitive knowledge and metacognitive strategies. Fol...This thesis firstly deals with the definition of metacognition, metacognitive knowledge and metacognitive strategies.Then, it presents the relationship between metacognitive knowledge and metacognitive strategies. Following that, it provides the previous related studies of them.展开更多
An approach for modeling a human cognitive framework in time-stressed decision making is presented. The recognitive and metacognitive processes that represent the cognitive framework are modeled by the colored Petri n...An approach for modeling a human cognitive framework in time-stressed decision making is presented. The recognitive and metacognitive processes that represent the cognitive framework are modeled by the colored Petri nets (CPNs). A structural and behavioral analysis method is adopted to obtain the static and dynamic property used to verify the CPNs model of the cognitive framework. Finally, an example from the command and control radar recognition system is used to evaluate the feasibility and availability of the CPNs model adopted in practical systems.展开更多
According to schema theory resulting from the psycholinguistic model of reading,comprehending a text is an interactive process between the reader background knowledge and the text. This article first views the psychol...According to schema theory resulting from the psycholinguistic model of reading,comprehending a text is an interactive process between the reader background knowledge and the text. This article first views the psycholinguistic model of reading and research in learning strategies, then discusses the application of socioaffective,cognitive, metacognitive learning strategies in Chinese EFL learners’ reading comprehension.展开更多
Most treatment guidelines emphasize the use of psychotropic drugs for both the acute and maintenance treatment of bipolar disorder(BD).However,relying only on psychotropics without adjunctive psychosocial intervention...Most treatment guidelines emphasize the use of psychotropic drugs for both the acute and maintenance treatment of bipolar disorder(BD).However,relying only on psychotropics without adjunctive psychosocial interventions may be insufficient in treating patients with BD.Given its unique view in the explanation of psychopathological states,metacognitive therapy(MCT)might be helpful for BD.Metacognitive theory posits that psychopathology is a result of the cognitive attentional syndrome(CAS)and that it is influenced and maintained by dysfunctional metacognitive beliefs,perseverative thinking,attentional biases,and dysfunctional coping strategies.In this review,literature data regarding these areas in BD are examined.Studies suggest that perseverative thinking might be among the emotion regulation strategies endorsed in individuals with BD.Regarding attentional biases,literature data show that state-dependent,moodchanging attentional biases and a ruminative self-focused attention are present.Studies also suggest that cognitive self-consciousness is higher in BD compared to controls.It is seen that maladaptive coping strategies are frequently reported in BD,and that these strategies are associated with depression severity,negative affect and relapse risk.Studies focusing on dysfunctional metacognitive beliefs in BD reported that individuals with BD had higher scores for negative metacognitive beliefs,self-consciousness,need to control thoughts,and a lack of cognitive confidence.Also,dysfunctional metacognitive beliefs were associated with depressive symptomatology.These findings suggest that the components of CAS and dysfunctional metacognitive beliefs are evident in BD.For a subgroup of patients with BD who fail to respond to evidence-based psychopharmacological and adjunctive psychotherapeutic interventions,MCT might be an alternative way to consider as a treatment option.In conclusion,taken the available data together,we propose a sequential treatment protocol for BD,mainly based on the MCT treatment plan of depressive disorders.展开更多
The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab....The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.展开更多
This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge...This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge of the subjects only reaches the passing level.And metacognitive strategies are correlated significantly with the depth of vocabulary knowledge.展开更多
基金partially funded by the 2023 Teaching Quality Engineering Construction Project of Sun Yat-sen University(No.76250-12230036)the 2023 Project of Computer Education Research Association of Chinese Universities(No.CERACU2023R02)。
文摘With the rapid evolution of technology and the increasing complexity of software systems,there is a growing demand for effective educational approaches that empower learners to acquire and apply software engineering skills in practical contexts.This paper presents an intelligent and interactive learning(Meta-SEE)framework for software engineering education that combines the immersive capabilities of the metaverse with the cognitive processes of metacognition,to create an interactive and engaging learning environment.In the Meta-SEE framework,learners are immersed in a virtual world where they can collaboratively engage with concepts and practices of software engineering.Through the integration of metacognitive strategies,learners are empowered to monitor,regulate,and adapt their learning processes.By incorporating metacognition within the metaverse,learners gain a deeper understanding of their own thinking processes and become self-directed learners.In addition,MetaSEE has the potential to revolutionize software engineering education by offering a dynamic,immersive,and personalized learning experience.It allows learners to engage in realistic software development scenarios,explore complex systems,and collaborate with peers and instructors in virtual spaces.
文摘When solving a mathematical problem, we sometimes encounter a situation where we can not reach a correct answer in spite of acquiring knowledge and formula necessary for the solution. The reason can be attributed to the lack in metacognitive abilities. Metacognitive abilities consist of comparing the difficulty of problem with own ability, proper plan of solution process, and conscious monitoring and control of solution process. The role and importance of metacognitive ability in mathematical problem solving of permutations and combinations was explored. Participants were required to solve five practical problems related to permutations and combinations. For each problem, the solution process was divided into: (1) understanding (recognition) of mathematical problem; (2) plan of solution; (3) execution of solution. Participants were also required to rate the anticipation whether they could solve it or not, and to rate the confidence of their own answer. According to the total score of five problems, the participants were categorized into the group of the high test score and the group of the low test score. As a result, at the plan and the execution processes, statistically significant differences were detected between the high and the low score groups. As for the rating on the anticipation of result and the confidence of own answer, no significant differences were found between both groups. Moreover, the relationship between the score of plan process and the score of execution process was statistically correlated. In other words, the more proper the plan process was conducted, the more proper solution the participants reached. In such a way, the importance of metacognitive ability in the solving process, especially the plan ability, was suggested.
文摘Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores the practical implications for research on metacognition in schizophrenia for this issue. First, we present the integrated model of metacognition, which defines metacognition as the spectrum of activities which allow individual to have available to themselves an integrated sense of self and others as they appraise and respond to the unique challenges they face. Second, we present research suggesting that many with schizophrenia experience deficits in metacognition and that those deficits compromise individuals' abilities to manage their lives and mental health challenges. Third, we discuss a form of psychotherapy inspired by this research, Metacognitive Reflection and Insight Therapy which assists individuals to recapture the ability to form integrated ideas about themselves and others and so direct their own recovery. The need for recovery oriented interventions to focus on process and on patient's purposes, assess metacognition and consider the intersubjective contexts in which this occurres is discussed.
文摘BACKGROUND The metacognitive model of generalized anxiety disorder identifies three forms of metacognition:Positive metacognitive beliefs about worry(POS),negative metacognitive beliefs about worry(NEG),and meta-worry.Though this model was originally developed relying on adult samples,it has since been applied to children and youth in different studies,and results mostly support its validity for this group.As the roles of POS,meta-worry,and age-effects do not appear to be fully clarified for children and adolescents yet,an integration of studies on children and adolescents and the metacognitive model is both timely and worthwhile.AIM To summarize the current research on relationships,age-effects,and measurements for POS,NEG,and meta-worry in childhood and youth.METHODS We carried out a literature search in the electronic databases PsycINFO,PubMed,PSYNDEX,and ERIC in 2017 and updated in 2020.Empirical research in German or English language on metacognition was included with child and adolescent samples diagnosed with anxiety disorders or healthy controls if POS,NEG,or meta-worry were measured.Studies were included for meta-analysis if they reported correlations between these metacognitions and anxiety or worry.Consensus rating for eligibility was done for 20.89% of full-texts with 90.32% agreement.Risk of bias was assessed with the appraisal tool for cross-sectional studies and consensus rating of appraisal tool for cross-sectional studies for 20.83% of included studies attaining agreement of intraclass correlation=0.898.Overall,correlations between metacognitions,anxiety and worry were calculated with RevMan 5.4.1,assuming random-effects models.Meta-regressions with mean age as the covariate were performed via the online tool MetaMar 2.7.0.PROSPERO-ID:CRD42018078852.RESULTS Overall,k=763 records and k=78 additional records were identified.Of those,k=48 studies with 12839 participants were included and of those,k=24 studies were included for meta-analysis.Most studies showed consistent NEG correlations with worry and anxiety,as well as higher values for clinical than for nonclinical samples.POS findings were less consistent.Meta-analysis revealed large effects for NEG correlating with worry and anxiety,small to medium effects for POS correlating with worry and anxiety,as well as small to medium effects for POS correlating with NEG.Meta-regressions did not reveal mean age as a significant covariate.Meta-worry was assessed in only one study.We identified eight questionnaires and one interview-format that assess metacognition about worry in children and adolescents.CONCLUSION POS and NEG are measurable from the age of seven upwards and correlate with anxiety and worry without influences by age.Meta-worry requires further investigation.
文摘There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abilities. The aim of this study was to compare the metacognitive characteristics between non-major and major students in electric engineering and clarify the difference of metacognitive process between these two groups when solving basic problems of electronic circuit. In the experiment, the solving process was compared between non-major and major students in electric engineering using five basic problems. We found that the scores on prediction of result and confidence of own answer differed significantly between non-major and major students, and inferred that the difference of performance was due to the lack in metacognitive ability, especially the plan and the execution abilities. Both prediction of results and confidence of own answer were also found to play a significant role in effective problem solving as important components (subsystems) of metacognition.
文摘AIM To explore the association between metacognitive beliefs, rumination and shyness in a non-clinical sample of adults. METHODS One hundred and three healthy subjects from the general population were enrolled in the study. Shyness was evaluated using the Revised Cheek and Buss Shyness Scale, rumination was assessed using the Ruminative Response Scale, metacognition was evaluated using the MetaCognitions Questionnaire 30, and anxiety levels were measured using the State Trait Anxiety Inventory form Y. Correlation analyses, mediation models and 95% bias-corrected and accelerated(BCaCI) bootstrapped analyses were performed. Mediation analyses were adjusted for sex and anxiety. RESULTS Shyness, rumination and metacognition were significantly correlated(P < 0.05). The relationship between metacognition and shyness was fully mediated by rumination(Indirect effect: 0.20; 95% BCaCI: 0.08-0.33).CONCLUSION These findings suggest an association between metacognition and shyness. Rumination mediated the relationship between metacognition and shyness, suggesting that rumination could be a cognitive strategy for shy people. Future research should explore the relationship between these constructs in more depth.
基金financed by National Science Centre grant 2013/11/B/HS6/01463 awarded to Hanna Brycz.
文摘Two studies test the hypothesis of conserving resources while performing depleting physical tasks and the modifying role of metacognitive self(MCS).A total of 216 undergraduate students performed two types of physical tasks(a body support on forearms―the first experiment;and a cold water test―the second experiment)in anticipation vs.no anticipation of the future task conditions.Among individuals with high-MCS much weaker persistence could be observed than among those with low-MCS.These results support theories of adaptive goal disengagement suggesting that how individuals apply their resources may stem from other reasons than ego depletion.
文摘There is ample research on the vocabulary learning strategies used by EFL and ESL learners.Moreover,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies instruction.However,the impact of using metacognitive strategies along with vocabulary learning strategies on weak language learners has not been researched.The aim of this paper is to report on the effects of training low-achiever English as a foreign language learners with vocabulary learning strategies along with metacognitive strategies on vocabulary acquisition.Two B1 level groups of students were assigned as treatment and control groups at a university in Istanbul,Turkey.A Vocabulary Strategy Use Survey was given to identify the vocabulary strategy use of the subjects at the outset of the study.The treatment group was trained on vocabulary learning strategies combined with metacognitive strategy training.The control group studied the same words without any training.A vocabulary test was administered to both groups as a post-test and the results were compared.The findings of the Post-Test demonstrated that training weak language learners with vocabulary learning strategies along with metacognitive strategies has a positive impact on helping these learners increase their lexical knowledge,as the experimental group scored higher on the post-test compared to the control group.
文摘Statistical literacy is crucial for cultivating well-rounded thinkers.The integration of evidence-based strategies in teaching and learning is pivotal for enhancing students’statistical literacy.This research specifically focuses on the utilization of Share and Model Concepts and Nurturing Metacognition as evidence-based strategies aimed at improving the statistical literacy of learners.The study employed a quasi-experimental design,specifically the nonequivalent control group,wherein students answered pre-test and post-test instruments and researcher-made questionnaires.The study included 50 first-year Bachelor in Secondary Education majors in Mathematics and Science for the academic year 2023-2024.The results of the study revealed a significant difference in the scores of student respondents,indicating that the use of evidence-based strategies helped students enhance their statistical literacy.This signifies a noteworthy increase in their performance,ranging from very low to very high proficiency in understanding statistical concepts,insights into the application of statistical concepts,numeracy,graph skills,interpretation capabilities,and visualization and communication skills.Furthermore,the study showed a significant difference in the post-test scores’performance of the two groups in understanding statistical concepts and visualization and communication skills.However,no significant difference was found in the post-test scores of the two groups concerning insights into the application of statistical concepts,numeracy and graph skills,and interpretation capabilities.Additionally,students acknowledged that the implementation of evidence-based strategies significantly contributed to the improvement of their statistical literacy.
文摘Metacognition has been divided into information monitoring and control processes. Monitoring involves knowing that you know or do not know some information without taking corrective action. Control involves taking corrective action based on the knowledge that you know or do not know some information. In comparative metacognition, considerable attention has been paid toward critically assessing putative evidence for information monitoring in non-human animals. However, less attention has been paid toward critically evaluating evidence for control processes in animals. We briefly review a critique of information-monitoring in animals. Next, we apply these concepts to a number of studies that focus on information seeking in animals. The main type of evidence for control processes in animals come from tube tipping experiments. Before having the opportunity to search for the bait in these experiments, the subject sometimes observes opaque tubes being baited but is sometimes prevented from seeing the baiting. The observations that the subjects look more if baiting was not seen and are more accurate if baiting was seen have been taken as evidence for metacognition in information-seeking experiments. We propose simple alternative hypotheses that are sufficient to explain putative evidence for information seeking in animals without positing metacognition. The alternative explanation focuses on two relatively simple principles: First, an animal has a default "look before you go" response which supersedes random searches in space. Second, spatially guided behavior follows a default rule of "go where something good is." These principles can explain the results of tube tipping experiments without proposing metacognition [Current Zoology 57 (4): 531-542, 2011].
文摘During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies to solve the problems during it. The purpose of this paper is to determine the use of metacognitive strategies in reading by the PE & Art majors through questionnaire. According to the result of the questionnaire, the PE & Art majors do use some metacognitive strategies in their reading, while nearly half of them do not often use metacognitive strategies in their reading. For this phenomenon, the author gives some constructive suggestions for the English majors about how to apply the metacognitive strategies in their reading: 1) preparing and planning in pre-reading; 2) monitoring and self-questioning in while-reading; 3) evaluating and adjusting in post-reading.
文摘This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students' English learning. It mainly deals with the English listening on the basis of metcognition, the practice of cognitive linguistics in oral English learning, the practice of cognitive linguistics in English reading, the learning strategy of English writing on the basis of cognitive linguistics and the practice of cognitive linguistics in English translation. The paper draws the conclusion that in any aspects of English learning, i.e. listening, speaking, reading, writing and translating, cognitive linguistics could be practiced. When cognitive linguistics is applied in English learning, the learners can break through the bottlenecks of college English study.
文摘This thesis firstly deals with the definition of metacognition, metacognitive knowledge and metacognitive strategies.Then, it presents the relationship between metacognitive knowledge and metacognitive strategies. Following that, it provides the previous related studies of them.
基金supported by the National Natural Science Foundation of China(60874068).
文摘An approach for modeling a human cognitive framework in time-stressed decision making is presented. The recognitive and metacognitive processes that represent the cognitive framework are modeled by the colored Petri nets (CPNs). A structural and behavioral analysis method is adopted to obtain the static and dynamic property used to verify the CPNs model of the cognitive framework. Finally, an example from the command and control radar recognition system is used to evaluate the feasibility and availability of the CPNs model adopted in practical systems.
文摘According to schema theory resulting from the psycholinguistic model of reading,comprehending a text is an interactive process between the reader background knowledge and the text. This article first views the psycholinguistic model of reading and research in learning strategies, then discusses the application of socioaffective,cognitive, metacognitive learning strategies in Chinese EFL learners’ reading comprehension.
文摘Most treatment guidelines emphasize the use of psychotropic drugs for both the acute and maintenance treatment of bipolar disorder(BD).However,relying only on psychotropics without adjunctive psychosocial interventions may be insufficient in treating patients with BD.Given its unique view in the explanation of psychopathological states,metacognitive therapy(MCT)might be helpful for BD.Metacognitive theory posits that psychopathology is a result of the cognitive attentional syndrome(CAS)and that it is influenced and maintained by dysfunctional metacognitive beliefs,perseverative thinking,attentional biases,and dysfunctional coping strategies.In this review,literature data regarding these areas in BD are examined.Studies suggest that perseverative thinking might be among the emotion regulation strategies endorsed in individuals with BD.Regarding attentional biases,literature data show that state-dependent,moodchanging attentional biases and a ruminative self-focused attention are present.Studies also suggest that cognitive self-consciousness is higher in BD compared to controls.It is seen that maladaptive coping strategies are frequently reported in BD,and that these strategies are associated with depression severity,negative affect and relapse risk.Studies focusing on dysfunctional metacognitive beliefs in BD reported that individuals with BD had higher scores for negative metacognitive beliefs,self-consciousness,need to control thoughts,and a lack of cognitive confidence.Also,dysfunctional metacognitive beliefs were associated with depressive symptomatology.These findings suggest that the components of CAS and dysfunctional metacognitive beliefs are evident in BD.For a subgroup of patients with BD who fail to respond to evidence-based psychopharmacological and adjunctive psychotherapeutic interventions,MCT might be an alternative way to consider as a treatment option.In conclusion,taken the available data together,we propose a sequential treatment protocol for BD,mainly based on the MCT treatment plan of depressive disorders.
文摘The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.
文摘This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge of the subjects only reaches the passing level.And metacognitive strategies are correlated significantly with the depth of vocabulary knowledge.