Generation Failure: Estimating Metacognition in Cued Recall

Autor/inn/en	Higham, P.A.; Tam, H.
Titel	Generation Failure: Estimating Metacognition in Cued Recall
Quelle	In: Journal of Memory and Language, 52 (2005) 4, S.595-617 (23 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-596X
DOI	10.1016/j.jml.2005.01.015
Schlagwörter	Response Style (Tests); Stimuli; Guidance; Metacognition; High Risk Students + Suchen Sie Ihr Suchwort? Antwortverhalten; Anreizsystem; Beratung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemschüler
Abstract	Three experiments examined generation, recognition, and response bias in the original encoding-specificity paradigm using the type 2 signal-detection analysis advocated by Higham (2002). Experiments 1 (pure-list design) and 2 (mixed-list design) indicated that some guidance regarding the strength of the associative relationship between the test cue and target greatly improved strong-cue target production relative to no guidance, and that this effect was attributable to improved generation, as well as recognition. Problems with generating candidates for response during standard cued recall was further shown in Experiment 3, where despite having the opportunity to provide multiple responses for each cue, participants' ability to produce the targets remained poor. The results are discussed in terms of traditional and modern generate-recognize theory, metacognition, and dual-route models of recall. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10