摘要:

AbstractMedical diagnosis often depends on the ability of patients to recall and report their medical history. In this study 104 people kept health diaries for 3 months, recording the incidence, frequency, data, duration, and severity of health events (symptoms, illnesses, injuries, visits to health professionals, and medication). Memory for the events recorded was tested immediately after the diary‐keeping period or at 1 month or 3 months later. Effects of age, gender, education, health status, anxiety, and retention interval were observed. With a free recall procedure only 47 per cent of health events were recalled. Following the free recall two different kinds of intervention were compared. Use of a recognition checklist yielded recall of 29 per cent of the forgotten events but with a cognitive interview procedure only 6 per cent of the forgotten items were retrieve

ISSN:0888-4080    

DOI:10.1002/acp.2350090402

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractOlder and middle‐aged adults recorded autobiographical events on one of two forms of a Personal History Calendar, organized either by year‐of‐occurrence or by life event category. In Experiment 1, calendars were completed in three stages. In Stage 1, subjects completed the calendar from memory (half were told to expect Stage 2). In Stage 2, each subject reviewed Stage 1 responses with his/her spouse. In Stage 3, subjects could consult external sources. The Event Calendar yielded the most complete Stage 1 recall only for the older group. The Year Calendar generally yielded the greatest number of events, but only when members of a couple did not expect Stage 2. In Experiment 2, subjects completed the calendars in one stage, during which they had access to external sources. The Year Calendar elicited more events than the Event Calendar, but only for older subjects. The results are discussed in terms of retrieval processes in autobiographical memory, and implicatons for survey‐based r

ISSN:0888-4080    

DOI:10.1002/acp.2350090403

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractFirst‐year students in college who had participated in a study of college‐decision‐making 8 to 20 months earlier were asked to recall the criteria they had used and the alternatives they had considered in making the decision. They were also asked to describe the criteria they thought, in retrospect, that they ought to have used, and to rate their satisfaction with the decision‐making process and its outcome. Two hundred and seven of the original 322 participants responded to a follow‐up questionnaire through the mail. Participants recalled about half of the criteria they originally reported using, and about two‐thirds of the schools they originally reported considering. Their recall of criteria was affected by their current view of teh criteria they should have used, providing a replication for previous findings. No gender or academic ability effects were found. Somewhat surprisingly, given existing literature, recall was unaffected by emotional responses to the decision, either those reported during the decision‐making process or those reported retrospectively. Overall, the pattern of results suggests that memory is affected by a decision‐maker's current cognitive framework of the decision, specifically, their retrospective view of how they ought to have made the decision. Moreover, memory is far from perfect, even for stimuli that the decision‐maker generated her‐ or himself, and to which presumably, they gave significant

ISSN:0888-4080    

DOI:10.1002/acp.2350090404

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractTwo ordinal measures of feeling‐of‐knowing performance appropriate forn×ndata arrays are reviewed. Goodman and Kruskal's gamma provides a measure of association between recognition performance and feeling‐of‐knowing judgements. The Hamann coefficient provides a measure of agreement accuracy. The relative strengths and weaknesses of each measure are compared at length. A proof is provided, which reveals a lack of one‐to‐one relation between the two and suggests that they may be independent under most circumstances. It is concluded that both measures should be reported together as complementary indices as each captures a different facet of feeling‐of‐knowing performance. Alternative measures for gamma and the Hamann coefficient are considered and a number of recommendations are made for

ISSN:0888-4080    

DOI:10.1002/acp.2350090405

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractState and trait‐regulation models were compared in 315 eleventh‐graders using simultaneous confirmatory factor analysis. Each of the first‐, second‐, and third‐order factor models was found to describe the data from both state and trait measures well. In both state and trait self‐regulation models, the third‐order factor, self‐regulation, is composed of metacognition and effort, and the second‐order factor, metacognition, is composed of awareness, cognitive strategy, planning, and self‐checking. Findings of invariant factor loadings and factor correlations across state and trait measures indicate that the state and trait self‐regulatory factor structures are similar. Unlike the state‐trait distinctions found in affective personality domain, clear state‐trait distinction was not found in this cognitive domain. In both measures, students who engaged more frequently in metacognitive activities and effort use in their mathematical problem solving performed bett

ISSN:0888-4080    

DOI:10.1002/acp.2350090406

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe relationships between adolescents' reading comprehension and their metacognitive knowledge and self‐system beliefs were studied in three groups of subjects: French nationals, Caucasian Americans, and African Americans. Subjects were tested on measures of reading comprehension, metacognitive knowledge about reading processes, attributional beliefs, and academic self‐concept. Correlation and regression analyses indicated cultural differences in the predictors of reading comprehension among the three groups. For French and Caucasian Americans, reading comprehension scores were related to metacognitive knowledge, academic self‐concept, and attributions of success to ability. However, metacognition and motivational beliefs were mostly unrelated to comprehension performance for African Americans. Results are discussed in terms of verification of a model of motivational influences on performance, of cultural and ethnic group differences in beliefs, and the implications for generalizability of research re

ISSN:0888-4080    

DOI:10.1002/acp.2350090407

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350090401

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY