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Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood
Title
Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood.
Creator
Causey, Kayla B., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Prospective memory is remembering to perform an action in the future, such as attending a meeting (a time-based task) or picking up milk at the gas station (an eventbased task), and is crucial to achieving goal-directed activities in everyday life. Children who fail to develop prospective memory abilities are likely to experience difficulties interacting with parents, teachers, and peers. To date, research on prospective memory development has been primarily descriptive or focused on...
Show moreProspective memory is remembering to perform an action in the future, such as attending a meeting (a time-based task) or picking up milk at the gas station (an eventbased task), and is crucial to achieving goal-directed activities in everyday life. Children who fail to develop prospective memory abilities are likely to experience difficulties interacting with parents, teachers, and peers. To date, research on prospective memory development has been primarily descriptive or focused on underlying executive functioning. This dissertation investigated the developmental relationship between metacognitive representation and prospective memory in preschool and elementary school children and adults. Findings from Study 1 indicated that individual differences in representational ability independently predicted individual differences in 3-year-olds' performance on event-based tasks that are of low-interest. Qualitative changes are important to consider when modeling prospective memory develop ment, as with episodic memory. Study 2 presents findings based on a study using the CyberCruiser 2.0, an Xbox-style racing game designed to assess time-based prospective memory. This study confirmed that kindergarten children are capable of completing this time-based prospective memory task but revealed that performance improved with age. Between kindergarten and 2nd grade, children become better aware of their own mental processes and abilities, allowing them to adjust their strategies and perform more comparable to adults. As a result, in this study, younger children tended to overestimate their prospective memory abilities and were less likely to monitor passing time, causing them to fail more time-based task trials than older children and adults., Similarly, participants who underestimated the costs of prospective memory failed more time-based tasks relative to those who more accurately assessed these costs. Although this latter relationship was limited to adults, it suggests that a poor metacognitive understanding of the costs of prospective memory may result in missed opportunities to carry out a delayed intention if individuals fail to allocate attentional resources appropriately. These findings have theoretical implications for models of prospective memory and development. Practical implications for educating children are also discussed.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2974431
Subject Headings
Metacognition, Memory, Pyschological aspects, Social psychology, Cognition in children
Format
Document (PDF)
Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders
Title
Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.
Creator
Atwell, David Christopher, Wang, Victor, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a...
Show moreThe purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, & Hong, 1995), and Technology Readiness (Lin & Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders' status as 21st century leaders. The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p < .05) and TRI 2.0 (p < .01), there was a significant (p < .0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p < .05) by gender, race, and experience.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004479, http://purl.flvc.org/fau/fd/FA00004479
Subject Headings
Blended learning, Educational technology, Effective teaching, Leadership in education, Metacognition, Teachers, Training of, Web based instruction
Format
Document (PDF)
Accuracy of child event frequency reports
Title
Accuracy of child event frequency reports.
Creator
Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued...
Show moreThe current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued questionnaire condition), while in the other measure, recall categories for aiding recollections were provided (cued questionnaire condition). Participants’ self-reported event frequencies for the cued and uncued questionnaires were compared with trained observers’ event frequencies for the cued and uncued conditions. Older children reported event frequency more accurately than younger participants. Participants also reported events with greater accuracy with the aid of memory prompts than without, an effect that was especially strong among the younger children. Neither metamemory nor distractibility was accountable for the differences within age groups. The findings suggest that age-related improvements in accuracy of event frequency across the transition into adolescence may, in part, be due to improvements in the ability to recall and recount those events in the absence of memory cues.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004190, http://purl.flvc.org/fau/fd/FA00004190
Subject Headings
Cognition in adolescence, Cognition in children, Memory -- Age factors, Memory in adolescence, Memory in children, Metacognition
Format
Document (PDF)
Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes
Title
Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.
Creator
Somers, Judy L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of...
Show moreThis qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practices, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre- and post-concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content., The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/221953
Subject Headings
Science, Study and teaching, Methodology, Concept learning, Metacognition in children, Education, Effect of technological innovations on
Format
Document (PDF)
A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension
Title
A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension.
Creator
Drayton, Audrita, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results...
Show moreThis qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004586, http://purl.flvc.org/fau/fd/FA00004586
Subject Headings
Metacognition--Case studies., Reading comprehension--Case studies., Learning strategies--Case studies., Motivation in education--Case studies., Action research in education--Case studies., Cognitive learning--Case studies.
Format
Document (PDF)