Search results for "Metacognition"
showing 10 items of 131 documents
Positive Beliefs about Rumination Are Associated with Ruminative Thinking and Affect in Daily Life: Evidence for a Metacognitive View on Depression
2013
Background: Self-regulatory executive function theory (Wells and Matthews, 1994; Wells, 2008) stresses the role of metacognitions in the development of emotional disorders. Within this metacognitive model, positive beliefs about ruminative thinking are thought to be a risk factor for engaging in rumination and subsequently for depression. However, most of the existing research relies on retrospective self-report trait measures. Aims: The aim of the present study was to examine the theory's predictions with an Ecological Momentary Assessment approach capturing rumination as it occurs in daily life. Method: Non-clinical participants (N = 93) were equipped with electronic diaries and completed…
Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context
2003
Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore the factors that influence children's ( N = 91) performance on the tasks. Our findings indicated that already at this young age, children are able to master tasks demanding identification, blending, and continuation of phonological units when the tasks are presented in a motivating assessment context. In line with earlier research, children showed higher mastery in dealing with words and syllables than in dealing with phonemes. Targets in the initial position of a word were easier for children to identify than those in the final position. Our an…
Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning d…
1997
The present study investigates the need to include explicit attribution retraining in a program designed to teach reading comprehension strategies to children with learning disabilities (LD). The program had two versions: (a) self-regulation procedures and (b) self-regulation procedures plus explicit attributional retraining. Sixty children with LD were assigned to two training groups (with and without attributional retraining) and a control group. Twenty normally achieving students served as an additional control group. The effects were assessed via attribution measures and cognitive and metacognitive reading comprehension tests. Results indicated that children from both training groups i…
ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions
2018
In spite of its importance for education, the relationship between learning behaviors (LB), attention deficit hyperactivity disorder symptoms (ADHD) and executive functioning (EF) in children with autism spectrum disorder (ASD) has hardly been explored. The first objective of the present study was to compare children with ASD without intellectual disability and children with typical development (TD) on ADHD symptoms and learning behaviors: Motivation/ competence, attitude toward learning, persistence on the task, and strategy/flexibility. The second objective was to analyze the mediator role of behavioral regulation and metacognition components of EF between ADHD symptoms and learning behav…
Use of Robotics kits for the Enhancement of Metacognitive Skills of Mathematics: a Possible Approach.
2011
The present study is aimed at analyzing the process of building and programming robots as a metacognitive tool of mathematics. Quantitative data from a study performed on a sample of students attending an Italian secondary school are described. Results showed that robotics activities may be used as a new metacognitive environment allowing students to improve their attitude towards mathematics, and to increase their attitude to reflect on themselves and on their own learning, and their higher-level control components, such as forecasting, planning, monitoring and evaluation exercises and problems related to implementation.
Children with autism and attention deficit hyperactivity disorder. Relationships between symptoms and executive function, theory of mind, and behavio…
2018
Abstract Background The underlying mechanisms of comorbidity between autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are still unknown. Executive function (EF) deficits and theory of mind (ToM) have been the most investigated cognitive processes. Aims This study proposed to analyze EF, ToM and behavioral problems in children with ASD + ADHD, ADHD, ASD and typical development (TD). The relationship between ADHD and ASD symptoms with EF, ToM and behavioral problems in children with ASD + ADHD was also explored. Methods and procedures Participants were 124 children between 7 and 11 years old (22 ASD + ADHD, 35 ADHD, 30 ASD, and 37 TD), matched on age and IQ. …
Theories of Intelligence in Children with Reading Disabilities: A Training Proposal
2005
A recent trend in the study of reading difficulties promotes multidimensional intervention, focusing on the reciprocal influences exerted by cognitive and emotional-motivational variables. This study evaluated improvements in reading performance as a function of metacognitive training in 36 children ( M age = 8.7 yr.) with different representations of intelligence. Posttest evaluations show significantly more improvement in reading comprehension in children with an incremental theory of intelligence. These results indicate the importance of treatment programmes that take into account both the specificity of deficits and factors relating to the domain of motivation.
The QELtLCUS questionnaire : an instrument for evaluating the learning to learn competence in university students
2021
La competencia 'aprender a aprender' es una competencia clave que la Comisión Europea (CE, 2006 y 2018) fijó para los sistemas educativos. Para su incorporación al diseño curricular y a los procesos de enseñanza-aprendizaje es ineludible disponer de instrumentos de evaluación rigurosos. Este trabajo se centra en el diseño y validación de un cuestionario cuantitativo estandarizado para evaluar su adquisición en estudiantes universitarios, dadas las limitaciones de los actualmente disponibles. Para ello se hizo uso de un diseño de validación de pruebas. Se utilizó una muestra de 1237 alumnos universitarios de tres universidades valencianas. Los resultados de consistencia interna y validez de …
Aspectos del concepto de aprendizaje de las ciencias y el papel de la metacognición
1999
RESUMEN: En este artículo se aborda la perspectiva metacognitiva sobre el aprendizaje de las ciencias, se plantean los roles tanto de estudiantes como de profesores dentro de un modelo didáctico de aprendizaje y se clarifica lo que se debe entender por metacognitivo en el campo de la educación en ciencias. COL0008002
THE DEVELOPMENT OF A QUESTIONNAIRE ON METACOGNITION FOR STUDENTS IN SECONDARY SCHOOL
2014
Interest in the role of metacognition has been steadily rising in most forms of education. The present paper focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among Secondary school students and the subsequent process of testing to determine its validity. The questionnaire was administered to 4119 students, (230 school classes) in various types of schools in Palermo, Italy. The general aim of the study was to reveal the effects of teaching specific learning strategies to students on their metacognitive knowledge, their use of metacognitive skills, and their success. The data gathered were analyzed …