DOCSLIB.ORG

A Short Version of the Questionnaire of Metamemory in Adulthood (MIA) In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Short Version of the Questionnaire of Metamemory in Adulthood (MIA) In Campelo et al. Psicologia: Reflexão e Crítica (2016) 29:37 Psicologia: Reflexão e Crítica DOI 10.1186/s41155-016-0043-7 RESEARCH Open Access A short version of the questionnaire of metamemory in Adulthood (MIA) in Portuguese Gabriela Campelo1* , Maxciel Zortea2, Renan Saraiva1, Wagner Machado3, Juliana Burges Sbicigo2, Joice Dickel Segabinazi2, Camila Gastal1, Goiara Mendonça de Castilho1 and Jerusa Fumagalli Salles2 Abstract The aim of this study was to develop a short version of the Metamemory in Adulthood Questionnaire (MIA) in Brazilian Portuguese. The original MIA is an instrument in english composed by 108 items, divided into seven dimensions of metamemory (Strategy, Task, Capacity, Change, Anxiety, Achievement and Locus). Despite of being widely used, the extension of the instrument makes its application impractical in many contexts, reinforcing the need for a short version. A total of 472 participants answered the original full version of the MIA. First, Item Response Theory (IRT) analyses revealed that nine items of the instrument could be excluded due to poor infit and outfit values. After exploratory factor analyses, the 99 items left were judged by five experts that chose the most appropriate items following previously established criteria (factor loading, repetitiveness, bad writing, and temporal/cultural inadequacy). A 39-items version (MIAr) was obtained, with the same factorial structure of the original MIA. The MIAr demonstrated satisfactory internal consistency indexes, as well as evidences of convergent validity and validity based on the response process. The results revealed that the MIAr achieved good psychometric properties, serving as a more parsimonious and practical option for metamemory assessment. Keywords: Metamemory, Psychometry, MIA, IRT, Short version Background that can improve memory; 2) Task: knowledge of basic Metamemory consists of the overall knowledge and memory processes; 3) Capacity: perception of memory understanding that someone has about memory, and capacities in different tasks; 4) Change: perception of about one's own memory, specifically (Schraw 2008). memory stability over the years; 5) Anxiety: knowledge The concept was initially used by Flavell (1979) in the of emotional influence on memory performance; 6) context of developmental psychology research, and Achievement: perceived relevance of having an accurate then was systematised by Nelson and Narens (1990), memory and good memory performance; and 7) Locus: that described a cognitive model of memory monitoring perceived personal control over memory abilities. processes. The Metamemory in Adulthood Questionnaire A good understanding of metamemory functions has (MIA; Dixon and Hultsch 1983a, 1983b) is one of the important practical implications. Metamemory is closely most used instruments to measure individual traits of related to learning processes (Bjork et al. 2013), and is metamemory, and has an adapted version for the Brazilian an important predictor of academic achievement (Rawson context (Yassuda et al. 2005). et al. 2002; Schraw and Gutierrez 2015). It also affects The MIA is composed of 108 multiple-choice statements cognitive aging, being associated to changes in executive that are answered in a five-point likert scale, evaluating functioning (Bender and Raz 2012; Palmer et al. 2014). It seven factors of metamemory (Hultsch et al. 1987): 1) must be considered that metamemory assessment using Strategy: knowledge and use of information about skills questionnaires might have some limitations, such as being less predictive of memory performance when compared to * Correspondence: [email protected] online metamemory tasks (Veenman et al. 2006; Zortea 1 Universidade de Brasília, Brasília, Brazil et al. 2014). Nevertheless, psychometric instruments allow Full list of author information is available at the end of the article © 2016 The Author(s). Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Campelo et al. Psicologia: Reflexão e Crítica (2016) 29:37 Page 2 of 8 for an indirect evaluation of beliefs and perceptions the application duration can be too extensive to include related to metamemory. The MIA, in particular, pro- the full version of MIA in research with big samples. It vides information about the use of strategies, know- would be very beneficial in such contexts to have a short ledge on basic memory processes, relevance of having a MIA version that can briefly evaluate the same factors of trained memory, and perceived changes in memory cap- the original instrument. acities, among other elements of metamemory described Studies such as the ones of Ponds and Jolles (1996) previously. and of Alquraan and Aljarah (2011) already achieved a The MIA stands out among other instruments that reduced version of the MIA without compromising its also evaluate metamemory, like the Memory Function psychometric properties. These studies used multivariate Questionnaire (MFQ; Gilewski et al. 1990), the Everyday analysis, such as factorial analysis and IRT models, to Memory Questionnaire (EMQ-r; Royle and Lincoln 2008) establish safe procedures to the instrument reduction, and the Memory Compensation Questionnaire (MCQ; de while keeping the same original dimensions. The present Frias and Dixon 2005). These instruments do not have a study aimed to develop and present evidences of validity Brazilian Portuguese version so far. Particularities of MIA of a short version of the MIA in Brazilian Portuguese, involve the evaluation of both knowledge and self-efficacy using IRT, exploratory factor analysis, judge's evaluation, of one’s memory, as well as the measurement of dimen- and tests of convergent validity. sions that go beyond memory problems, what predomi- nates in the MFQ and in the EMQ-r. Furthermore, the Method MIA shows many evidences of psychometric validity, such Participants as convergent validity with other instruments (Hertzog A total of five samples of participants were invited and et al. 1989), discriminant validity with other constructs took part in this study. The first one consisted of 185 such as personality, depression, self-efficacy and locus university students, recruited personally in two universities of control (Hertzog et al. 1990a), and predictive validity of the central region of Brazil and one university of the with self-efficacy and memory performance (Hertzog south region. The second sample consisted of 192 partici- et al. 1990b). pants that took part in an online survey, published in social The MIA is also widely used in many different countries, medias and email lists. The last three samples consisted of accumulating evidences of validity in many idioms and participants from the southern region of Brazil, specifically: demonstrating adequate cultural adaptability. The original 19 teachers of elementary schools, 27 adults, and a clinical MIA was developed by studies in the USA and Canada sample of 20 patients with stroke. Table 1 shows demo- (Hertzog et al. 1990a). Since then, adaptations and reduced graphic characteristics of each sample. In the total sample versions were elaborated in other countries, such as (n = 472), participants were 29 years old on average Netherlands (Ponds and Jolles 1996), Arabia (Alquraan and (SD = 18.5), and 69 % were women. Most of them were Aljarah 2011), Japan (Kinjo et al. 2013) and South Africa from the central region of Brazil (53.8 %), followed by (Van Ede 1995). the southern region, (22.9 %), southeastern (10.2 %), In Brazil, the complete instrument was adapted by northeastern (7.8 %) and northern (4.4 %). Most of the Yassuda et al. (2005). This Portuguese version showed participants were university students (57 %). satisfactory reliability indexes in six of its seven factors (α values between 0.79 and 0.87), with the exception of Instruments the Control subscale (α = 0.66). The instrument also Metamemory in Adulthood Questionnaire (MIA; Dixon showed adequate temporal stability (Spearman correla- and Hultsch 1983a, 1983b; Dixon et al. 1988). We used tions between 0.83 and 0.57, p < 0.05), except in the Locus a Brazilian Portuguese adapted version of the original subscale (p =.43, p < 0.1). Differences were also found MIA (Yassuda et al. 2005). This version has the same between young and older adults in metamemory sub- factorial structure of the original one, with 108 items scales, so that old adults showed greater memory know- divided into seven subscales: Strategy (α = 0.81, n = 18, ledge in general and young adults had more favourable “Do you write appointments on a calendar to help you perceptions and feelings about memory. remember them?”), Task (α = 0.76, n = 16, “For most Despite of the satisfactory psychometric properties of people, facts that are interesting are easier to remember the Brazilian Portuguese MIA version, its extension is than facts that are not”), Capacity (α = 0.82, n = 17, “Iam still a methodological barrier in many research contexts, good at remembering names”), Change (α = 0.86, n = 18, such as with elderly samples, individuals with cognitive “The older I get the harder it is to remember things dysfunctions, or in studies with extensive experimental clearly”), Anxiety (α = 0.82, n = 14, “I
Load more

Recommended publications
  • The Integrated Nature of Metamemory and Memory
    The Integrated Nature of Metamemory and Memory John Dunlosky and Robert A. Bjork Introduction Memory has been of interest to scholars and laypeople alike for over 2,000 years. In a rather gruesome example from antiquity, Cicero tells the story of Simonides (557– 468 BC), who discovered the method of loci, which is a powerful mental mnemonic for enhancing one’s memory. Simonides was at a banquet of a nobleman, Scopas. To honor him, Simonides sang a poem, but to Scopas’s chagrin, the poem also honored two young men, Castor and Pollux. Being upset, Scopas told Simonides that he was to receive only half his wage. Simonides was later called from the banquet, and legend has it that the banquet room collapsed, and all those inside were crushed. To help bereaved families identify the victims, Simonides reportedly was able to name every- one according to the place where they sat at the table, which gave him the idea that order brings strength to our memories and that to employ this ability people “should choose localities, then form mental images of things they wanted to store in their memory, and place these in the localities” (Cicero, 2001). Tis example highlights an early discovery that has had important applied impli- cations for improving the functioning of memory (see, e.g., Yates, 1997). Memory theory was soon to follow. Aristotle (385–322 BC) claimed that memory arises from three processes: Events are associated (1) through their relative similarity or (2) rela- tive dissimilarity and (3) when they co-occur together in space and time.
    [Show full text]
  • Handbook of Metamemory and Memory Evolution of Metacognition
    This article was downloaded by: 10.3.98.104 On: 29 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK Handbook of Metamemory and Memory John Dunlosky, Robert A. Bjork Evolution of Metacognition Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 Janet Metcalfe Published online on: 28 May 2008 How to cite :- Janet Metcalfe. 28 May 2008, Evolution of Metacognition from: Handbook of Metamemory and Memory Routledge Accessed on: 29 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Evolution of Metacognition Janet Metcalfe Introduction The importance of metacognition, in the evolution of human consciousness, has been emphasized by thinkers going back hundreds of years. While it is clear that people have metacognition, even when it is strictly defined as it is here, whether any other animals share this capability is the topic of this chapter.
    [Show full text]
  • ED 273 391 AUTHOR TITLE Metamemorial Knowledge, M-Space, and Working Memory PUB DATE Apr 86 NOTE 22P.; Paper Presented at the An
    ED 273 391 PE 016 050 AUTHOR Ledger, George W.; Mca,ris, Kevin K. TITLE Metamemorial Knowledge, M-space, and Working Memory Performance in Fourth Graders. PUB DATE Apr 86 NOTE 22p.; Paper presented at the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20, 1986). PUB TYPE Reports - Research/Technical (143) -- Speeches/Conference Papers (150) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Elementary School Students; Grade 4; Intermediate Grades; *Memory; *Metacognition; *Predictor Variables IDENTIFIERS *Memory Span; *Metamemorial Knowledge ABSTRACT Three groups of fourth graders who differed on a metamemory pre-test were compared on five working memory tasks to explore the relationship between metamemorial knowledge, total processing space (M-space) and working memory span performance. Children in each group received three versions of each task on concurrent days. It was hypothesized that the group highest in metamemorial knowledge would score highest on the five working memory tasks. Results indicated that metamemory performance consistently predicted performance on the memory span measures. Three of the memory span measures showed a significant between-group effect on metamemory, while the remaining two evidenced strong trends in that direction. Analysis of repeated measures revealed no significant trials effects, indicating that no improvement in performance occurred across repeated presentations of the tasks. Implications for a metacognitive explanation of working memory processes and educational implications are discussed. (Author/RH) *******************************************i**************w*u********** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** DRAFT COPY FOR CRITIQUE SESSION George W. Ledger American Educational Research Association and April, 1986 - San Francisco Kevin K.
    [Show full text]
  • Disordered Memory Awareness: Recollective Confabulation in Two Cases of Persistent Déj`A Vecu
    Neuropsychologia 43 (2005) 1362–1378 Disordered memory awareness: recollective confabulation in two cases of persistent dej´ a` vecu Christopher J.A. Moulin a,b,∗, Martin A. Conway b, Rebecca G. Thompson a, Niamh James a, Roy W. Jones a a The Research Institute for the Care of the Elderly, St. Martin’s Hospital, UK b Institute of Psychological Sciences, University of Leeds, Leeds LS2 9JT, UK Received 7 April 2004; received in revised form 10 December 2004; accepted 16 December 2004 Available online 11 March 2005 Abstract We describe two cases of false recognition in patients with dementia and diffuse temporal lobe pathology who report their memory difficulty as being one of persistent dej´ a` vecu—the sensation that they have lived through the present moment before. On a number of recognition tasks, the patients were found to have high levels of false positives. They also made a large number of guess responses but otherwise appeared metacognitively intact. Informal reports suggested that the episodes of dej´ a` vecu were characterised by sensations similar to those present when the past is recollectively experienced in normal remembering. Two further experiments found that both patients had high levels of recollective experience for items they falsely recognized. Most strikingly, they were likely to recollectively experience incorrectly recognised low frequency words, suggesting that their false recognition was not driven by familiarity processes or vague sensations of having encountered events and stimuli before. Importantly, both patients made reasonable justifications for their false recognitions both in the experiments and in their everyday lives and these we term ‘recollective confabulation’.
    [Show full text]
  • The Three Amnesias
    The Three Amnesias Russell M. Bauer, Ph.D. Department of Clinical and Health Psychology College of Public Health and Health Professions Evelyn F. and William L. McKnight Brain Institute University of Florida PO Box 100165 HSC Gainesville, FL 32610-0165 USA Bauer, R.M. (in press). The Three Amnesias. In J. Morgan and J.E. Ricker (Eds.), Textbook of Clinical Neuropsychology. Philadelphia: Taylor & Francis/Psychology Press. The Three Amnesias - 2 During the past five decades, our understanding of memory and its disorders has increased dramatically. In 1950, very little was known about the localization of brain lesions causing amnesia. Despite a few clues in earlier literature, it came as a complete surprise in the early 1950’s that bilateral medial temporal resection caused amnesia. The importance of the thalamus in memory was hardly suspected until the 1970’s and the basal forebrain was an area virtually unknown to clinicians before the 1980’s. An animal model of the amnesic syndrome was not developed until the 1970’s. The famous case of Henry M. (H.M.), published by Scoville and Milner (1957), marked the beginning of what has been called the “golden age of memory”. Since that time, experimental analyses of amnesic patients, coupled with meticulous clinical description, pathological analysis, and, more recently, structural and functional imaging, has led to a clearer understanding of the nature and characteristics of the human amnesic syndrome. The amnesic syndrome does not affect all kinds of memory, and, conversely, memory disordered patients without full-blown amnesia (e.g., patients with frontal lesions) may have impairment in those cognitive processes that normally support remembering.
    [Show full text]
  • Eyewitness Metamemory Predicts Identification Performance in Biased and Unbiased Lineups
    Eyewitness metamemory predicts identification performance in biased and unbiased lineups Renan Benigno Saraiva1,2*, Inger Mathilde van Boeijen3, Lorraine Hope1, Robert Horselenberg2, Melanie Sauerland3, Peter J. van Koppen2,4 1Department of Psychology, University of Portsmouth 2Department of Criminal Law and Criminology, Maastricht University 3Department of Clinical Psychological Science, Maastricht University 4Department of Criminal Law and Criminology, VU University Amsterdam *Corresponding author: Renan Benigno Saraiva. Department of Psychology, Faculty of Science, University of Portsmouth, United Kingdom ([email protected]). Note: This paper has not yet been peer-reviewed. Please contact the authors before citing. Acknowledgements: This research was supported by a fellowship award from the Erasmus Mundus Joint Doctorate Program The House of Legal Psychology (EMJD-LP) with Framework Partnership Agreement (FPA) 2013-0036 and Specific Grant Agreement (SGA) 2013-0036. Metamemory and Eyewitness Identification 1 Abstract Distinguishing accurate from inaccurate identifications is a challenging issue in the criminal justice system, especially for biased police lineups. That is because biased lineups undermine the diagnostic value of accuracy postdictors such as confidence and decision time. Here, we aimed to test general and eyewitness-specific self-ratings of memory capacity as potential estimators of identification performance that are unaffected by lineup bias. Participants (N = 744) completed a metamemory assessment consisting of the Multifactorial Metamemory Questionnaire and the Eyewitness Metamemory Scale and took part in a standard eyewitness paradigm. Following the presentation of a mock-crime video, they viewed either biased or unbiased lineups. Self-ratings of discontentment with eyewitness memory ability were indicative of identification accuracy for both biased and unbiased lineups.
    [Show full text]
  • Objective Metamemory Testing Captures Awareness of Deficit in Alzheimer's Disease
    SPECIAL ISSUE: ORIGINAL ARTICLE OBJECTIVE METAMEMORY TESTING CAPTURES AWARENESS OF DEFICIT IN ALZHEIMER’S DISEASE Stephanie Cosentino1, Janet Metcalfe2, Brady Butterfield1 and Yaakov Stern1,2 (1Cognitive Neuroscience Division of the Taub Institute, Columbia University Medical Center, New York, NY, USA; 2Department of Psychology, Columbia University Medical Center, New York, NY, USA) ABSTRACT For reasons that remain unknown, there is marked inter-person variability in awareness of episodic memory loss in patients with Alzheimer’s disease (AD). Existing research designs, primarily subjective in nature, have been at a relative disadvantage for evaluating disordered metamemory and its relation to the clinical and neuropathological heterogeneity of AD, as well as its prognosis for various disease outcomes. The current study sought to establish an objective means of evaluating metamemory in AD by modifying traditional metacognitive paradigms in which participants are asked to make predictions regarding their own memory performance. Variables derived from this measure were analyzed in relation to clinically rated awareness for memory loss. As predicted, a range of awareness levels existed across patients with mild to moderate AD (n = 24) and clinical ratings of awareness (CRA) were significantly associated with verbal episodic memory monitoring (r = .46, p = .03). Further, patients who were rated as aware of their memory loss remained well calibrated over the course of the task whereas those rated as relatively unaware grew over-confident in their predictions [F (1, 33) = 4.19, p = .02]. Findings suggest that over-confidence may be related to impaired online error recognition and compromised use of metamemory strategies such as the Memory for Past Test (MPT) heuristic.
    [Show full text]
  • Memory: Issues of Import to School Psychologists
    DOCUMENT RESUME ED 365 927 CG 025 192 AUTHOR John, Kirk R. TITLE Memory: Issues of Import to School Psychologists PUB DATE Apr 93 NOTE 24p.; Paper presented at the Annual Meeting of the National Association of School Psychologists (25th, Washington, DC, April 13-17, 1993). PUB TYPE Speeches/Conference Papers (150) Guides General (050) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Adolescent Development; Adolescents; Child Development; Children; *Cognitive Development; Elementary Secondary Education; *Memory; *School Psychologists ABSTRACT This document defines memory as a complex, interactive process that is a prerequisite for all higher learning. Without intact memory skills, a host of disorders may ensue ranging frow mild learning problems to disorientation and helplessness (Lezak, 1983). Because of the pervasive and central role memory plays in people's lives, school psychologists should have at the very least a basic understanding of the memory process. In this regard, this paper addresses selected topics from the knowledge base on memory that have relevance for school psychologists. First, an information-processing model of memory is presented and the three separate memory systems through which information is processed are described (sensory memory, short-term memory, and long-term memory). A section on the developmental aspects of memory considers memory development in infants, children and adolescents. Metamemory, or the individual's conscious awareness of his/her own memory capabilities and functions, also is explained in this section. The final major section of the paper focuses on memory and reading. This information is discussed in the context of how it can be applied by school psychologists in their decision-making.
    [Show full text]
  • Developmental Trends in the Metamemory-Memory Behavior Relationship: an Lntegrative Review*
    CHAPTER 3 Developmental Trends in the Metamemory-Memory Behavior Relationship: An lntegrative Review* Wolfgang Schneider lntroduction Since the beginning of the 1970s, increasing attention has been di­ rected toward the development of children's awareness of their own mem­ ory. This phenomenon has been termed metamemory by John Flavell (1971), who broadly defined it as the individual's potentially verbalizable knowledge concerning any aspect of inforrnation storage and retrieval. Whereas the interest in metamemory development has been growing rap­ idly since then, documenting the construct's general usefulness in a wide area of different memory situations, there are at least two critical points that deserve special consideration: (1) the conceptualization of the con­ struct and (2) its status as a predictor of actual memory behavior. While the latter is the topic of the present chapter and is discussed in more detail, we first concentrate on some problems related to the definition of meta­ memory. The first taxonomy of classes of memory knowledge was provided in the metamemoryinterview study by Kreutzer, Leonard, and Flavell (1975). •This manuscript was prepared during a stay at the Department of Psychology, Stan­ ford University, which was made possible by a grant from the Stiftung Volkswagenwerk, Hannover, Federal Republic of Germany. METACOGN!TIO , COGNIT IO , 57 Copyright © 1985 by Academic PTess AND HUMA PERFORMA CE All rights of reproduction in any form reserved. VOL. l ISBN 0-12-262301-0 58 Wolfgang Schneider Subsequently, Flavell and WeHman (1977) offered a more systematic and elaborated attempt to classify different types or contents of metamemory. Although alternative conceptualizations have been presented (see Chi, 1983), and more extended and general models of metacognition have been developed since (see FlaveH, 1978, 1979, 1981; Kluwe, 1982), the classifi­ cation scheme of FlaveH and WeHman has been used in the majority of empirical studies concerned with the development of metamemory.
    [Show full text]
  • Does Institutionalization Influence Perceived Metamemory
    Journal of Clinical Gerontology & Geriatrics 7 (2016) 6e11 Contents lists available at ScienceDirect Journal of Clinical Gerontology & Geriatrics journal homepage: www.e-jcgg.com Original article Does institutionalization influence perceived metamemory, psychological well-being, and working-memory efficiency in Italian elders? A preliminary study * Maria Chiara Fastame, PhD a, , Paul Kenneth Hitchcott, PhD b, Maria Pietronilla Penna Full Professor a, Giorgio Murino, MD a a Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis 1, 09123 Cagliari, Italy b Department of Psychology, Southampton Solent University, East Park Terrace, Southampton SO14 0YN, United Kingdom article info abstract Article history: Background/Purpose: This study was mainly aimed at investigating the impact of institutionalization on Received 15 June 2015 working-memory and self-referent metamemory abilities in a sample of cognitively healthy Italian Received in revised form elders. 30 July 2015 Methods: Fifteen participants (70e91 years old) were recruited from several nursing homes located in Accepted 31 July 2015 Ogliastra, the central eastern area of Sardinia, which is characterized by a higher longevity of its in- Available online 19 September 2015 habitants. A further sample of 15 community-dwelling elders was recruited in the same areas. The participants were asked to complete several visuospatial and verbal working-memory tasks, and a Keywords: aging battery of questionnaires assessing their psychological well-being, general beliefs about global and fi elderly prospective-memory ef ciency, and personal metamnestic abilities. metamemory Results: The results showed that, compared with the community-dwelling participants, the institu- nursing home tionalized elders self-rated lower metamemory efficiency, but they trust more general metamemory psychological well-being functions of a stereotypical adult.
    [Show full text]
  • Testing the Primary and Convergent Retrieval Model of Recall: Recall Practice Produces Faster Recall Success but Also Faster Recall Failure
    Memory & Cognition (2019) 47:816–841 https://doi.org/10.3758/s13421-019-00903-x Testing the primary and convergent retrieval model of recall: Recall practice produces faster recall success but also faster recall failure William J. Hopper1 & David E. Huber1 Published online: 8 February 2019 # The Psychonomic Society, Inc. 2019 Abstract The primary and convergent retrieval (PCR) model assumes that the act of successful recall not only boosts associations between the item and retrieval cues but additionally strengthens associations within the item (i.e., between the features of an item), speeding the rate of information retrieval from memory. The latter effect is termed intra-item learning and is a unique benefit of recall practice (i.e., the Btesting effect^). Prior work confirmed the prediction that recall practice produces faster subsequent recall than restudy practice even if accuracy is higher following restudy. The current study replicated this result, but also examined the downside of recall practice: that after a failure to recall during practice, participants will be faster in their failure to recall on a subsequent recall test. This prediction was confirmed in a multisession cued recall experiment that collected accuracy and recall latency measurements for no practice, recall practice, or restudy, with an immediate or delayed final test. The linear ballistic accumulator model was fit to latency distributions, and model comparison determined that these effects reflect differences in drift rates, as predicted by the PCR model. Keywords Episodic memory . Cued recall . Retrieval practice . Cognitive modeling Atkinson and Shiffrin (1968) proposed the modal model of tip-of-the-tongue phenomenon are the multiple-copy models memory, with separate storage Bmodes^ differing in terms of suggested by Atkinson and Shiffrin (1965).^ (p.
    [Show full text]
  • The Mizan Meta-Memory and Meta-Concentration Scale for Students (MMSS) in University Students
    Manzar et al. BMC Psychology (2018) 6:59 https://doi.org/10.1186/s40359-018-0275-7 RESEARCH ARTICLE Open Access The Mizan meta-memory and meta- concentration scale for students (MMSS): a test of its psychometric validity in a sample of university students Md. Dilshad Manzar1, Abdulrhman Albougami1, Mohammed Salahuddin2*, Peter Sony3, David Warren Spence4 and Seithikurippu R. Pandi-Perumal5 Abstract Background: Predisposing factors for metacognitive dysfunctions are common in university students. However, there is currently no valid questionnaire instrument designed to assess metacognitive aspects including meta-memory and meta-concentration in students. To address this need, the present study investigated the psychometric validity of a brief questionnaire, the Mizan meta-memory and meta-concentration scale for students (MMSS) in university students. Materials and methods: A cross-sectional study with simple random sampling was conducted among students (n = 383, age = 18–35, body mass index = 21.2 ± 3.4 kg/m2) of Mizan-Tepi University, Ethiopia. MMSS, a socio-demographics questionnaire, and the Epworth sleepiness scale (ESS) were employed. Results: No ceiling/floor effect was seen for the MMSS global and its sub-scale scores. Confirmatory factor analysis showed that a 2-Factor model had excellent fit. Both, the comparative Fit Index (CFI) and goodness of fit index were above 0.95, while both the standardized root mean square residual and root mean square error of approximation (RMSEA) were less than 0.05, while χ2/df was less than 3 and PClose was 0.31. The 2-Factor MMSS model had adequate configural, metric, scalar, and strict invariances across gender groups as determined by a CFI > .95, RMSEA<.05, χ2/df < 3, non-significant Δχ2 and/or ΔCFI≤.01.
    [Show full text]