Organization during study: Relationships between metamemory, strategy use, and performance.

The relationship between knowledge that organization during study facilitates performance (metamemory) and grouping pictures by semantic category was examined in a free recall task. Metamemory questioning occurred either before the task began or after the task was completed. On the basis of the K. A. Ericsson and H. A. Simon (see record 1980-24435-001) analysis of verbal report as data, it was hypothesized that metamemory-behavior relationships would first appear when the children were questioned after they had experienced the task. As predicted, metamemory was related to behavior in first grade, when the metamemory questioning occurred after the task. In fourth grade, metamemory was related to behavior whether questioned before or after the task. These results suggest that strategy awareness initially arises after reflection of one's own strategic behavior, and only later does strategy use result from planful, pretask activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between memory and metamemory performance: A comparison of specific and general strategy knowledge.

Examines (1) age and skill-level differences in metamemory and memory performance; (2) differences in memory and metamemory as a function of type of task and instructional support; (3) whether task-specific metamemory predicts performance better than general metamemory; and (4) whether previous metamemory findings generalize to a variety of memory tasks. 62 average and 66 low-achieving children participated in 3 sessions. General metamemory was assessed for hypothetical performance, with task-specific metamemory assessed for actual performance. Memory performance was assessed across a variety of tasks. Memory improved with age and skill level. Age and skill-level differences were not consistent across metamemory tasks. Strategic metamemory revealed age and skill-level differences, whereas taxonomic metamemory revealed age differences in the average group only. Educational and theoretical relevance of the results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Investigation of the relation between metamemory and university students' examination performance.

Responses obtained from a metamemory questionnaire were compared with how well university students prepared for in-class, multiple-choice examinations. In addition, recall readiness as assessed by having students predict their performance immediately prior to each in-class examination, and students were asked to rate how 16 performance factors influenced their examination performance. The students sampled had satisfactory metamemory. Both correlational and contingency analyses of results from the initial study and a replication indicated a positive relation between classroom performance and students' recommended use of organizational and self-testing strategies when they planned study for a free-recall task. Students were found to be good at assessing their exam readiness. The more successful university students rated the importance of intellectual ability differently from their less successful peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Drugs, memory, and metamemory: A dose-effect study with lorazepam and scopolamine.

This experiment was designed to use the graded dose-related amnesia produced by the benzodiazepine lorazepam (1.0, 2.0 mg/70 kg, oral) and the anticholinergic scopolamine (0.3, 0.6 mg/70 kg, subcutaneous) as a tool to explore the cognitive and neurochemical mechanisms underlying metamemory in the judgment of learning paradigm, with a placebo-controlled independent groups design in healthy volunteers (n=12/group). Results provide evidence for a pharmacological dissociation between effects on memory versus metamemory (relative accuracy of item-by-item monitoring) across a range of levels of memory performance and suggest that the drugs selectively impair those aspects of metamnemonic monitoring that require participants' awareness of their overall current state of functioning (absolute accuracy of prospective item-by-item monitoring, prospective global monitoring) but not those that rely solely on assessment of individual item characteristics (relative accuracy of item-by-item monitoring). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of working memory training on memory performance in old-old adults.

Memory impairments constitute an increasing objective and subjective problem with advancing age. The aim of the present study was to investigate the impact of working memory training on memory performance. The authors trained a sample of 80-year-old adults twice weekly over a time period of 3 months. Participants were tested on 4 different memory measures before, immediately after, and 1 year after training completion. The authors found overall increased memory performance in the experimental group compared to an active control group immediately after training completion. This increase was especially pronounced in visual working memory performance and, to a smaller degree, also in visual episodic memory. No group differences were found 1 year after training completion. The results indicate that even in old?old adults, brain plasticity is strong enough to result in transfer effects, that is, performance increases in tasks that were not trained during the intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metamemorial predictors of memory performance in young and older adults.

The relationship between aspects of knowledge about memory and immediate and delayed recall on prose and word-list tasks was examined. Ss were 100 young and 100 older adults. Vocabulary ability was screened. Memory knowledge was assessed by the Metamemory in Adulthood (MIA) scale and the Short Inventory of Memory Experiences (SIME). Capacity and change measures of the MIA correlated with most dimensions of the SIME for both age groups. The anxiety measure of the MIA correlated with SIME measures only for the young. Regression analyses showed that strategy (MIA) predicted performance only for young adults, change (MIA) predicted performance only for older adults, and capacity (MIA) predicted performance for both age groups. Metamemory variables accounted for equivalent amounts of variance in both prose and word-list tasks, although there was an indication that prediction was slightly better for prose. Future researchers need to address the apparent increase in affect-related predictors of memory performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transient global amnesia: memory and metamemory

Twenty patients (mean age 64 years) with a previous episode of transient global amnesia (TGA) were examined to assess the functioning of objective memory (by using the Randt Memory Test), the metamemory capacities (Sehulster Memory Scale), the residual level of retrograde amnesia (Questionnaire of Remote Events), and the level of depression (Geriatric Depression Scale). Patients with residual retrograde amnesia scored significantly lower than non-amnesic ones on indices of both short-term and long-term memory, and for one of three main metamemory components, namely self-rating of memory functioning through comparison with memory functioning of peers (Set3). Age, time interval from TGA attack and TGA duration did not prove to influence memory and metamemory scores. Retrograde amnesia and depression were rather substantially associated (1/5), and this association was found to negatively influence nearly all memory and metamemory scores. Depression level showed a positive correlation with short-term memory functioning in non-amnesics. The different pattern and strength of the relationships between metamemory components and objective memory dimensions observed in amnesics and non-amnesics indicate that metamemory evaluations are more closely related to memory functioning in amnesics than in non-amnesics.     

Relationships between achievement-related motives and intelligence, performance level, and persistence.

Test Anxiety and Need for Achievement are related to intelligence, performance level (exam grades), and persistence (time spent in exams). Ss were 146 college students. Test Anxiety is negatively related to intelligence (p     

Use of causal attributions about recall performance to assess metamemory and predict strategic memory behavior in young children.

27 1st graders and 24 2nd graders were exposed to a memory task in which their recall performance varied as a function of their incidentally elicited sorting behavior. When asked what had affected their recall, only some Ss at each grade identified sorting as a causal factor, although all had used sorting. Attributions about sorting could not be accounted for by differential memory for sorting behavior or by differential use of sorting on previous trials. Causal attributions, but neither previous sorting nor nonattributional verbal reports about sorting behavior, predicted use of a sorting strategy in a standard, study-recall task 1 wk later. Ss who had attributed recall to sorting tended not to use rehearsal strategies on the subsequent task, suggesting that causal attributions reflected their views about what were the most important influences on recall. Ss' ability to assess their recall performance and their insight into possible mechanisms by which sorting affects recall are discussed as avenues for future research into how children acquire their ideas about factors that affect memory. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between the National Adult Reading Test and memory.

Objective: The aims of this study were to investigate the relationships between performance on the National Adult Reading Test (NART) and retrospective, concurrent, and prospective memory functioning, as well as between the NART and change in memory functioning over time. Method: NART administered in 2005 was used as a predictor for memory functioning in 2001, 2005, and 2008, and change in memory functioning from 2001 to 2008. Outcome measures were Logical Memory II, Letter-Number Sequencing, and Spatial Span from the Wechsler Memory Scale. Participants were 319 healthy women aged 40–79 years at baseline (2001). Results: Significant correlations were found between the number of errors on the NART and memory measures in 2001, 2005, and 2008; Logical Memory II (r = ?.41, ?.38, ?.39, respectively), Letter-Number Sequencing (r = ?.38, ?.35, ?.36, respectively) and Spatial Span (r = ?.23, ?.22, ?.19, respectively; all p values     

Relationships between physical exercise and cognitive abilities in older adults.

We investigated relationship between physical exercise and the cognitive abilities of older adults. We hypothesized that the performance of vigorous exercisers would be superior to that of sedentary individuals on measures of reasoning, working memory, and reaction time (RT). We gave a series of cognitive tasks to 62 older men and women who exercised vigorously and 62 sedentary men and women. Multivariate and univariate analyses of variance (ANOVAs), with age and education as covariates, indicated that the performance of the exercisers was significantly better on measures of reasoning, working memory, and RT. Between-group differences persisted when vocabulary, on which the performance of exercisers was superior, was used as third covariate. Subsequent analyses showed that neither self-rated health, medical conditions, nor medications contributed to the differences between exercise groups. Results suggest that the possible contribution of physical exercise to individual differences in cognition among older adults should be further investigated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Free recall by in-school and out-of-school adults: Performance and metamemory.

40 women in 4 groups (university students aged 18–26 or 35–44 yrs and out-of-school Ss aged 36–49 or 60–86 yrs) were asked to study and recall a randomly presented categorized word list. Ss then indicated which of a group of 20 mnemonic strategies they had used to remember the word list and ranked the 20 strategies according to usefulness in the memory task. On almost all measures (number of words recalled, number of words recalled per category, number of strategies employed, use of the various strategies, and perceived usefulness of the strategies), the 2 in-school groups were more similar to each other, and the 2 out-of-school groups were more similar to each other, than were the 2 middle-aged groups. ANCOVA, using years of schooling as the covariate, reduced several of the differences between the 2 middle-aged groups. Years of schooling, as well as actually being in school, may be better predictors than age of differences in metamemory and memory performance. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of electronic performance monitoring on personal control, task satisfaction, and task performance.

A laboratory study was conducted to assess effects of electronic performance monitoring on individuals working on computers in an officelike environment. Participants (N ?=?108) worked on a computerized data correction task under 6 experimental conditions that varied the amount of control over performance monitoring and knowledge concerning specific monitoring events. Results confirmed and extended a model proposed by D. B. Greenberger and S. Strasser (1986) to relate personal control, satisfaction, and performance. Participants with the ability to delay or prevent electronic performance monitoring indicated higher feelings of personal control and demonstrated superior task performance. Participants with exact knowledge of the occurrence of monitoring expressed lower feelings of personal control than those from whom specific knowledge of monitoring was hidden. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Searching for metamemory–memory connections: A developmental study.

To determine the nature and strength of metamemory–memory connections, 178 children from kindergarten, 1st, 3rd, and 5th grades participated in 2 sessions. Metamemory was assessed during Session 1 by an extensive introspective interview. Memory strategies and performance were independently measured during Session 2 on 3 tasks: free sort, cognitive cuing, and alphabet search. Metamemory–memory correlations were significant when data were combined across grades. Most within-grade correlations were not significant and did not generalize across memory tasks. Amount of knowledge about strategies failed to distinguish between individuals who used vs did not use relevant knowledge; that is, irrelevant aspects of memory correlated as highly and frequently with memory in comparison with task-specific or general knowledge about strategies. Finally, contingency analyses failed to support the contention that metamemory is a necessary prerequisite for successful memory. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations between cognitive role-taking performance and age, task presentation, and response requirements.

Assessed the relation between cognitive role-taking performance and the 3 variables of (a) age, (b) the explicitness with which the cognitive perspectives were differentiated in the presentation of the task, and (c) the type of response required of the child. A picture task and a story task were presented individually to a total of 120 children in nursery school and 1st and 3rd grades. Half of the Ss in each age group received a task presentation that emphasized the difference between the child's perspective and that of the "other," while the other half received a procedure that made no explicit reference to the difference. On each task, S was asked to make 3 different types of response. Results indicate a significant relation between age and role taking, and between type of response required and role taking. Emphasizing the difference in perspectives, however, did not facilitate role taking. The importance of specifying the task dimensions that affect role-taking performance is discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of self-efficacy, goals, and task strategies on task performance.

Manipulated self-efficacy and task strategies in the training of 209 undergraduates under high strategy, low strategy, and control conditions. Ss underwent 5 trials and were administered a self-efficacy scale after each trial. Results show that ability, past performance, and self-efficacy were the major predictors of goal choice. Ability, self-efficacy, goals, and task strategies were related to task performance. Self-efficacy was more strongly related to past performance than to future performance but remained a significant predictor of future performance even when past performance was controlled. Self-efficacy ratings for moderate to difficult levels of performance were the best predictors of future performance; a reanalysis of 2 previous goal-setting studies by the first author confirms this finding. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal attributions, expectations, and task performance.

College students' performance on each of 2 chemistry tests (n?=?253 on the 1st test and 233 on the 2nd test) was classified as a success (or failure) if it met (or failed to meet) a minimum criterion of success that each S set prior to taking each test. Using a paired-comparison technique, Ss attributed their performance on each test to ability, effort, luck, and task difficulty. Among Ss who succeeded on the tests, expected and actual future performance were positively related to attributions to high ability and negatively related to attributions to good luck. Among Ss who experienced failure, expected performance was positively related to attributions to low effort and negatively related to attributions to low ability. Results of these analyses are related to D. T. Hall's (1976) model of psychological success. In addition, although expectations were strongly related to subsequent performance, the relationship was substantially weakened when prior performance and ability attributions were held constant. The implications of this finding for understanding expectancy perceptions are discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cooperation between memory systems: Acetylcholine release in the amygdala correlates positively with performance on a hippocampus-dependent task.

The present experiment examined the relationship between release of acetylcholine (ACh) in the amygdala and performance on a hippocampus-dependent spatial working memory task. Using in vivo microdialysis, the authors measured ACh release in rats during testing on a spontaneous alternation task. Amygdala ACh release was positively correlated with performance on the hippocampus-dependent task. These findings suggest that activation of the amygdala promotes processing in other neural systems important for learning and memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between normal aging, frontal lobe function, and memory for temporal and spatial information.

Young and old participants were evaluated on tests of frontal lobe function, recognition memory, and memory for temporal and spatial information. Older participants showed significant impairments on memory for temporal order, and this impairment was found to correlate with deficits on frontal lobe tests measuring spontaneous flexibility but not reactive flexibility. However, spatial memory showed no evidence of an age effect. An interpretation of this latter finding based on the differential availability of contextual cues is ruled out because similar results were obtained when spatial memory was assessed in a different context to that used during learning. The researchers concluded that memory for temporal order and spatial memory are affected differentially by age. Theoretical interpretations of this difference are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)