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Sample records for metacognitive genre awareness

  1. Enabling Metacognitive Skills for Mathematics Problem Solving: A Collective Case Study of Metacognitive Reflection and Awareness

    Jagals, Divan; van der Walt, Marthie

    2016-01-01

    Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools…

  2. Assessing Students' Metacognitive Awareness of Reading Strategies.

    Mokhtari, Kouider; Reichard, Carla A.

    2002-01-01

    Describes development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic materials. After a brief review of the literature, the development and validation…

  3. Metacognitive awareness of learning strategies in undergraduates.

    McCabe, Jennifer

    2011-04-01

    Two studies examined undergraduates' metacognitive awareness of six empirically-supported learning strategies. Study 1 results overall suggested an inability to predict the learning outcomes of educational scenarios describing the strategies of dual-coding, static-media presentations, low-interest extraneous details, testing, and spacing; there was, however, weak endorsement of the strategy of generating one's own study materials. In addition, an independent measure of metacognitive self-regulation was correlated with scenario performance. Study 2 demonstrated higher prediction accuracy for students who had received targeted instruction on applied memory topics in their psychology courses, and the best performance for those students directly exposed to the original empirical studies from which the scenarios were derived. In sum, this research suggests that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.

  4. Associations between self-esteem, anxiety and depression and metacognitive awareness or metacognitive knowledge.

    Quiles, Clélia; Prouteau, Antoinette; Verdoux, Hélène

    2015-12-15

    This study explored in a non-clinical sample the associations between self-esteem, anxiety and depression symptoms and metacognitive awareness or metacognitive knowledge. Higher metacognitive awareness scores measured during the neuropsychological tasks were positively associated with higher depression scores in the social cognition test. Metacognitive knowledge score measured independently of ongoing neuropsychological tasks was positively associated with lower self-esteem, higher anxiety (state or trait) and depression scores. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  5. The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

    Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

    2013-01-01

    Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…

  6. The Relationship between Playing Games and Metacognitive Awareness

    Moncarz, Howard T.

    2012-01-01

    This study investigated how playing different types of video games was associated with different values of metacognitive awareness. The target population was first and second-year college students. The study used a survey methodology that employed two self-reporting instruments: the first to estimate a metacognitive-awareness index (MAI), and the…

  7. The Relationships among Writing Skills, Writing Anxiety and Metacognitive Awareness

    Balta, Elif Emine

    2018-01-01

    The purpose of this study was to investigate the relationships among students' argumentative text writing skills, writing anxiety, and metacognitive awareness. The participants were composed of 375 8th graders in six middle schools in Sivas. Metacognitive Awareness Inventory (B Form) which was adapted in to Turkish by Karakelle & Saraç (2007)…

  8. Impact of Metacognitive Awareness on Performance of Students in Chemistry

    Rahman, Fazal ur; Jumani, Nabi Bux; Chaudry, Muhammad Ajmal; Chisti, Saeed ul Hasan; Abbasi, Fahim

    2010-01-01

    The impact of metacognitive awareness on students' performance has been examined in the present study. 900 students of grade X participated in the study. Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry. Results indicated that…

  9. Metacognitive Awareness and Math Anxiety in Gifted Students

    Saricam, Hakan; Ogurlu, Üzeyir

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

  10. Metacognitive awareness of TOEFL reading comprehension strategies

    Sungatullina Dilyana D.

    2016-01-01

    Full Text Available The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.

  11. The Effect of Activating Metacognitive Strategies on the Listening Performance and Metacognitive Awareness of EFL Students

    Rahimirad, Maryam; Shams, Mohammad Reza

    2014-01-01

    This study investigates the effect of activating metacognitive strategies on the listening performance of English as a foreign language (EFL) university students and explores the impact of such strategies on their metacognitive awareness of the listening task. The participants were N = 50 students of English literature at the state university of…

  12. Pre-Service Secondary Mathematics Teachers' Metacognitive Awareness and Metacognitive Behaviours in Problem Solving Processes

    Bas, Fatih

    2016-01-01

    This study aims to observe the pre-service secondary mathematics teachers' metacognitive awareness in terms of the variables gender and class level and determine their metacognitive behaviours which showed in the non-routine problems. A partially mixed sequential dominant status design was carried out with a total of 287 participants. The data of…

  13. Metacognitive awareness and math anxiety in gifted students

    Hakan Sarıcam; Üzeyir Ogurlu

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

  14. Metacognitive awareness and math anxiety in gifted students

    Hakan Sarıcam

    2015-12-01

    Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

  15. Genre-Based Tasks in Foreign Language Writing: Developing Writers' Genre Awareness, Linguistic Knowledge, and Writing Competence

    Yasuda, Sachiko

    2011-01-01

    This study examines how novice foreign language (FL) writers develop their genre awareness, linguistic knowledge, and writing competence in a genre-based writing course that incorporates email-writing tasks. To define genre, the study draws on systemic functional linguistics (SFL) that sees language as a resource for making meaning in a particular…

  16. Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners

    Siew Ean Lye

    2018-01-01

    Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

  17. Influence of Metacognitive Awareness on Motivation and Performance in High School Precalculus

    Reed, Jane Frazier

    2015-01-01

    Students who actively engage in metacognitive thinking and self-regulation and are self-motivating appear to be more successful than those who take a more passive role in learning. This causal comparative research study explored whether increasing metacognitive awareness through participating in metacognitive surveys outside of class improved…

  18. The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers

    Kallio, Heli; Virta, Kalle; Kallio, Manne; Virta, Arja; Hjardemaal, Finn Rudolf; Sandven, Jostein

    2017-01-01

    The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers' awareness of metacognition is required to support students' self-regulation, with the aim of establishing modern learning methods and life-long…

  19. Exploring the Relationship between Metacognitive Awareness and Listening Performance with Questionnaire Data

    Goh, Christine C. M.; Hu, Guangwei

    2014-01-01

    This study sought to provide a nuanced understanding of the relationship between metacognitive awareness and listening performance by eliciting from 113 English-as-a-second-language (ESL) Chinese learners their metacognitive awareness with regard to knowledge of listening strategies used and perceptions of difficulty and anxiety following a…

  20. The Relationship between Preservice Elementary Mathematics Teachers' Beliefs and Metacognitive Awareness

    Hart, Lynn Cecilia; Memnun, Dilek Sezgin

    2015-01-01

    The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary…

  1. EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

    Al-Alwan, Ahmed; Asassfeh, Sahail; Al-Shboul, Yousef

    2013-01-01

    Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness…

  2. Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention

    Sandi-Urena, Santiago; Cooper, Melanie M.; Stevens, Ron H.

    2011-02-01

    Current views on metacognition consider it a fundamental factor in learning and problem-solving which in turn has led to interest in creating learning experiences conducive to developing its use. This paper reports on the effectiveness of a collaborative intervention in promoting college general chemistry students' awareness and use of metacognition. The intervention starts with a cognitive imbalance experience as a trigger for metacognitive reflection, which is then followed by reflective prompting and peer interaction. A quasi-experimental control and treatment design with 537 and 464 participants, respectively, was implemented. Assessment of metacognition was accomplished by using a multi-method instrument that consists of a self-report (Metacognitive Activities Inventory, MCAI) and a concurrent, web-based tool (Interactive Multimedia Exercises, IMMEX). IMMEX has been shown to allow rapid classification of problem solvers according to their regulatory metacognitive skills. Compared to the control group, the treatment group showed a significant increase in metacognition awareness, as evidenced by the MCAI, increased ability in solving non-algorithmic chemistry problems of higher difficulty, and with a higher per cent correctness (IMMEX). These findings are consistent with an overall increase in the use of regulatory metacognitive skills by the treatment group. We propose that the meaningful, purposeful social interaction and the reflective prompting instantiated by the intervention act as promoters of metacognition development. It is of particular relevance that these factors are not exclusive to the intervention employed here and can be embedded by practitioners in their instruction.

  3. Avoiding the conflict: Metacognitive awareness drives the selection of low-demand contexts.

    Desender, Kobe; Buc Calderon, Cristian; Van Opstal, Filip; Van den Bussche, Eva

    2017-07-01

    Previous research attempted to explain how humans strategically adapt behavior in order to achieve successful task performance. Recently, it has been suggested that 1 potential strategy is to avoid tasks that are too demanding. Here, we report 3 experiments that investigate the empirically neglected role of metacognitive awareness in this process. In these experiments, participants could freely choose between performing a task in either a high-demand or a low-demand context. Using subliminal priming, we ensured that participants were not aware of the visual stimuli creating these different demand contexts. Our results showed that participants who noticed a difference in task difficulty (i.e., metacognitive aware participants) developed a clear preference for the low-demand context. In contrast, participants who experienced no difference in task difficulty (i.e., metacognitive unaware participants) based their choices on variables unrelated to cognitive demand (e.g., the color or location associated with a context), and did not develop a preference for the low-demand context. Crucially, this pattern was found despite identical task performance in both metacognitive awareness groups. A multiple regression approach confirmed that metacognitive awareness was the main factor driving the preference for low-demand contexts. These results argue for an important role of metacognitive awareness in the strategic avoidance of demanding tasks. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Genre.

    Jacques Lévy

    2004-10-01

    Full Text Available Depuis quelques années, le mot « genre » tend à remplacer le mot « sexe » dans les sciences sociales francophones. Pour une part, ce changement est probablement plus justifié en anglais, pour lequel le mot «  sex  » renvoie plus exclusivement qu’en français à la sexualité ( to have sex = faire l’amour. L’engouement francophone s’explique cependant, pour l’essentiel, par la même motivation que celui des anglophones : montrer que les différences observées dans ...

  5. Awareness of deficits in traumatic brain injury: a multidimensional approach to assessing metacognitive knowledge and online-awareness.

    O'Keeffe, Fiadhnait

    2007-01-01

    Recent models of impaired awareness in brain injury draw a distinction between metacognitive knowledge of difficulties and online awareness of errors (emergent and anticipatory). We examined performance of 31 Traumatic Brain Injury (TBI) participants and 31 healthy controls using a three-strand approach to assessing awareness. Metacognitive knowledge was assessed with an awareness interview and discrepancy scores on three questionnaires--Patient Competency Rating Scale, Frontal Systems Behavioral Scale and the Cognitive Failures Questionnaire. Online Emergent Awareness was assessed using an online error-monitoring task while participants performed tasks of sustained attention. Online anticipatory awareness was examined using prediction performance on two cognitive tasks. Results indicated that the TBI Low Self-Awareness (SA) group and High SA group did not differ in terms of severity, chronicity or standard neuropsychological tasks but those with Low SA were more likely to exhibit disinhibition, interpersonal problems and more difficulties in total competency. Sustained attention abilities were associated with both types of online awareness (emergent and anticipatory). There was a strong relationship between online emergent and online anticipatory awareness. Metacognitive knowledge did not correlate with the other two measures. This study highlights the necessity in adopting a multidimensional approach to assessing the multifaceted phenomenon of awareness of deficits.

  6. A Study of Translation Students' Self-Regulation and Metacognitive Awareness in Association with their Gender and Educational Level

    Mona Hashempour

    2015-07-01

    Full Text Available The present study sought to investigate the probable link between Iranian English translation studies students’ metacognitive awareness, self-regulation, and gender. Furthermore, the role of educational level of translation students in metacognitive awareness and self-regulation was explored. For the purpose of the study, a sample of 230 M.A and B.A senior English translation students comprised the participants of the research. They were asked to complete two questionnaires of Metacognitive Awareness Inventory (MAI and Self-regulation Trait (SRT.The Metacognitive Awareness Inventory (MAI was developed by Schraw and Dennison (1994 and consists of 52 statements. It measures two components of metacognition: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge comprises three subscales: Declarative knowledge, Procedural knowledge, and Conditional knowledge. Metacognitive regulation consists of five subscales: Planning, Information management, Monitoring, Debugging, and Evaluation. The self-regulation trait (SRT questionnaire was designed by O'Neil and Herl (1998. It was developed based on Zimmerman's self –regulation model. It consists of 32 Likert-scale questions. The scale seeks to measure metacognition and motivation dimensions.  Each dimension comprises two sub-scales. Meta-cognition covers the constructs of planning and self-monitoring, and motivation contains effort and self-efficacy. Independent samples t-tests were run to investigate the role of gender and educational level in the level of translation students’ metacognitive awareness and self-regulation. The results of t-test demonstrated that there are not any differences between male and female translation students regarding metacognitive awareness and self-regulation. It was also found that there is a negative significant impact of educational level on total metacognitive awareness, and some components of metacognitive awareness: declarative knowledge

  7. The unidimensionality and overestimation of metacognitive awareness in children: validating the CATOM

    Paula C. Ferreira

    2015-10-01

    Full Text Available Children often have difficulty in reporting their metacognitive functioning, which leads them to frequently overrating themselves under learning situations. Hence, this study presents a preliminary approach of how children's metacognitive awareness (MA can be measured. Essentially, this study aims to understand how children (n =1029 report their metacognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS. Item Response Theory was then used to analyse the unidimensionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87 and good person reliability (.87 with good Cronbach's a for MA (.95. These results show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for researchers and practitioners are discussed.

  8. A Rasch Analysis of the Junior Metacognitive Awareness Inventory with Singapore Students

    Ning, Hoi Kwan

    2018-01-01

    The psychometric properties of the 2 versions of the Junior Metacognitive Awareness Inventory were examined with Singapore student samples. Other than 2 misfitting items and an underutilized response scale, Rasch analysis demonstrated that the instruments have good measurement precision, and no differential item functioning was detected across…

  9. ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

    Hong-Nam, Kay

    2014-01-01

    This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

  10. Investigating Metacognitive Awareness and Reading Strategy Use of EFL Korean University Students

    Hong-Nam, Kay; Page, Larkin

    2014-01-01

    The metacognitive awareness and reading strategy use by Korean university students in Korea was investigated. The relationships between reading strategy use, self-rated English proficiency, and self-rated reading proficiency were examined. Differences in reading strategy use were also explored by gender and academic classification. Problem-solving…

  11. An Examination of Locus of Control, Epistemological Beliefs and Metacognitive Awareness in Preservice Early Childhood Teachers

    Bedel, Emine Ferda

    2012-01-01

    This study aims to explore the locus of control, epistemological beliefs and metacognitive awareness levels of preservice early childhood education teachers and to determine the interrelations among these variables. 206 teacher candidates have been asked to fill out Rotter's Internal-External Locus of Control Scale, Central Epistemological Beliefs…

  12. The Relationship between the Entrepreneurship Characteristics and Metacognitive Awareness Levels of Pre-Service Teachers

    Duman, Burcu

    2018-01-01

    The purpose of this study is to determine the relationship between the entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers. Qualitative research method is used in this study and the study is designed as a relational survey. The sample of the study was 441 pre-service teachers studying at the faculty of…

  13. The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students

    McCown, Margaret Averill

    2013-01-01

    This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular…

  14. Dissociating Perceptual Confidence from Discrimination Accuracy Reveals No Influence of Metacognitive Awareness on Working Memory.

    Samaha, Jason; Barrett, John J; Sheldon, Andrew D; LaRocque, Joshua J; Postle, Bradley R

    2016-01-01

    Visual awareness is hypothesized to be intimately related to visual working memory (WM), such that information present in WM is thought to have necessarily been represented consciously. Recent work has challenged this longstanding view by demonstrating that visual stimuli rated by observers as unseen can nevertheless be maintained over a delay period. These experiments have been criticized, however, on the basis that subjective awareness ratings may contain response bias (e.g., an observer may report no awareness when in fact they had partial awareness). We mitigated this issue by investigating WM for visual stimuli that were matched for perceptual discrimination capacity (d'), yet which varied in subjective confidence ratings (so-called relative blindsight). If the degree of initial subjective awareness of a stimulus facilitates later maintenance of that information, WM performance should improve for stimuli encoded with higher confidence. In contrast, we found that WM performance did not benefit from higher visual discrimination confidence. This relationship was observed regardless of WM load (1 or 3). Insofar as metacognitive ratings (e.g., confidence, visibility) reflect visual awareness, these results challenge a strong relationship between conscious perception and WM using a paradigm that controls for discrimination accuracy and is less subject to response bias (since confidence is manipulated within subjects). Methodologically, we replicate prior efforts to induce relative blindsight using similar stimulus displays, providing a general framework for isolating metacognitive awareness in order to examine the function of consciousness.

  15. Dissociating perceptual confidence from discrimination accuracy reveals no influence of metacognitive awareness on working memory

    Jason eSamaha

    2016-06-01

    Full Text Available Visual awareness is hypothesized to be intimately related to visual working memory (WM, such that information present in WM is thought to have necessarily been represented consciously. Recent work has challenged this longstanding view by demonstrating that visual stimuli rated by observers as unseen can nevertheless be maintained over a delay period. These experiments have been criticized, however, on the basis that subjective awareness ratings may contain response bias (e.g., an observer may report no awareness when in fact they had partial awareness. We mitigated this issue by investigating WM for visual stimuli that were matched for perceptual discrimination capacity (d’, yet which varied in subjective confidence ratings (so called relative blindsight. If the degree of initial subjective awareness of a stimulus facilitates later maintenance of that information, WM performance should improve for stimuli encoded with higher confidence. In contrast, we found that WM performance did not benefit from higher visual discrimination confidence. This relationship was observed regardless of WM load (1 or 3. Insofar as metacognitive ratings (e.g., confidence, visibility reflect visual awareness, these results challenge a strong relationship between conscious perception and WM using a paradigm that controls for discrimination accuracy and is less subject to response bias (since confidence is manipulated within subjects. Methodologically, we replicate prior efforts to induce relative blindsight using similar stimulus displays, providing a general framework for isolating metacognitive awareness in order to examine the function of consciousness.

  16. REAL-LIFE ACTIVITIES: BOOSTING MY STUDENTS’ AWARENESS OF HONESTY IN CREATING GENRE

    Rr. Dewi Wahyu Mustikasari

    2017-04-01

    Full Text Available My students was strugled to write genre without copypasting sentences or texts from the internet. On the other hand, it was a huge challange for me to teach five big writing classes. Each class consisted of 25-30 students who tended (mostly collecting unoriginal writing works. This paper discusses the real-life activities that can be used to enhance my students’ aweareness of honesty in creating genre. My students must write some genres namely recount, descriptive (optional, spoof (optional, procedure, hortatory (optional and analytical exposition (optional text. I also took some benefits of ICT to equip the learning process. Browsing and experiencing the menu of premierskills.britishcouncil.org were the real-life activities that explore their personal memories to be told as the recount text. Then they defined the feature of one of the menu of the previous website to be informed as the descriptive text. Furthermore, they wrote their personal funny experiences which were related to the Indonesian culture as the spoof text. The procedure text can be produced by exploring the daily activities in the pictures such as how to make a cup of tea/coffee, cook a sunny side-up egg, insert sim card into mobile phone, etc. Next, my students visited the tourism and public places in Salatiga, and they observed the strength and weekness of those places as the production of hortatory or analytical exposition text. The real-life activities were able to foster my students’ awareness of honesty. It was fantastic that my students were able to create the genre honestly.

  17. “Watching English Movie Helps Me!” Language Exposure and Metacognitive Awareness on TOEFL

    Ika Apriani Fata

    2017-05-01

    Full Text Available This research was conducted to investigate the correlation between metacognitive and language exposure to TOEFL of reading section. The framework of metacognitive promoted by Veenman et al. and the model of language exposure is promoted by Magno et al. (2009. This research implemented a descriptive qualitative study. The questionnaire and rubric ofmetacognitive were applied as research instruments respectively. Furthermore, ten freshmen at Syiah Kuala University from various majors considered as strategic readers whose TOEFL score ranges of 400 above. It was prominently revealed that language exposures have a contribution for strategic readers in answering TOEFL in the reading section, in particular, media exposure. The respondents have a tendency to seek out the media availability as the major side on mastering reading TOEFL meanwhile language exposure at home is the lowest impact on students. In addition, metacognitive awareness has an impact on students’ performance in answering Reading test of TOEFL the metacognition implementation, the students eventually categorized on knowledge regulation in which the students relate the knowledge of TOEFL into planning, implementingstrategies or information management, monitoring, correcting/debugging, and evaluating comprehension. It is assumed that this study has weakness on informants taken therefore as further studies, the researcher trigger to probe students of 500 TOEFL score above to investigate their learning strategy and language exposures accordingly.

  18. Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

    Joel M. Magogwe

    2013-02-01

    Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

  19. Transferring Generic Features and Recontextualizing Genre Awareness: Understanding Writing Performance in the ESP Genre-Based Literacy Framework

    Cheng, An

    2007-01-01

    Despite the impact of the ESP genre-based framework of teaching discipline-specific writing to L2 learners, especially to L2 graduate students, the writing performance of learners in such a framework is still not fully explored. In this paper, I analyze three article introductions written by a Chinese-speaking graduate student in electrical…

  20. Examining Prospective Pre-School and Biology Teachers’ Metacognitive Awareness and Epistemological Beliefs

    BEDEL, Emine Ferda; ÇAKIR, Mustafa

    2013-01-01

    The primary aim of this study was to describe prospective pre-school and biology teachers’ level of metacognitive awareness and epistemological beliefs and to examine differences between the groups. The total of 286 pre-school and biology teacher candidates participated in the study. Participants were asked to complete the central epistemological beliefs questionnaire which consisted of four sub-scales namely: belief in science as a source of knowledge, belief in rational society, belief in s...

  1. The Role of Perceived Teacher's Support and Motivational Orientation in Prediction of Metacognitive Awareness of Reading Strategies in Learning English

    Zohreh Kazemi

    2016-08-01

    Full Text Available This study aims to determine the role of perceived teacher support and motivational orientation in predicting metacognitive awareness of reading strategies in learning the English language. The sample included 425 male and female students, studying in the elementary schools in the city of Birjand, eastern Iran, in the 2014-2015 academic year. Three different types of questionnaires were distributed among these students. The questionnaires were, respectively, about the students’ perception of teacher support (Zaki, 2007, motivational orientation for English learning (Sheikholeslami, 2005, and metacognitive awareness of the study methods (Mokhtari & Richard, 2002. Multiple regression analysis was applied to analyze the obtained data. It was found that there was a direct and significant correlation between teacher support variable, and intrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies, and metacognitive awareness. Additionally, there was an inverse and significant correlation with the non-motivation variable. Furthermore, no significant correlation was observed between the teacher support variable and the extrinsic motivation variable. A direct and significant relationship was, however, spotted between intrinsic motivation, and extrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies,and metacognitive awareness; and an inverse and significant relationship was noticed between the intrinsic motivation and non-motivation variables. Moreover, there existed a direct and significant relationship between extrinsic motivation, and overall reading strategies, problem-solving strategies, reading support strategies, metacognitive awareness and it had an inverse and significant relationship with non-motivation variable. The findings demonstrated that the components of perceived teacher support and motivational orientation (extrinsic motivation, intrinsic

  2. Meta-Cognitive Awareness of Writing Strategy Use among Iranian EFL Learners and Its Impact on Their Writing Performance

    Muhammad Azizi

    2017-03-01

    Full Text Available It is believed that by improving students’ meta-cognitive awareness of elements of language, learning can be enhanced. Therefore, this study consisted of two main objectives. First, it aimed at examining meta-cognitive awareness of writing strategy use among Iranian EFL learners. Using a Friedman test to check if there was any significant difference among the participants in their use of writing strategies, it was found that the differences among the strategies were not significant. The second objective of the study was to examine the impact of the participants’ meta-cognitive awareness of writing strategy use on their L2 writing performance. This was answered using two statistical techniques, namely Pearson correlation and Multiple Regression. Using Pearson Correlation, it was found that there was a significant relationship between writing performance and all writing strategy categories (planning, monitoring, evaluation, and self-awareness. Moreover, using Multiple Regression, it was found that the p–value was significant only for evaluation strategy category, but not for the rest. That is, it was found that strategy categories such as planning, monitoring, and self-awareness did not predict students’ writing performance. The result of this study responds to the ongoing problems students have in their meta-cognitive awareness of writing strategy use which can contribute to raising proficiency levels in shorter time frames.

  3. Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course

    Kendra M. Hill

    2014-02-01

    Full Text Available Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a non-majors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154 or face-to-face (Group 2: N = 152. Previously validated pre- and post-surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05. Pre- and post-survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively and reading comprehension (p < 0.001 for both groups. When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885. For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381, however, differences in pre- and post- test scores was measured (pre- p = 0.005, post- p = 0.038. This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.

  4. FOSTERING AWARENESS OF COGNITIVE AND METACOGNITIVE READING STRATEGIES IN TWO FOREIGN LANGUAGES (ENGLISH AND ARABIC

    Seyed Hassan Talebi

    2014-06-01

    Full Text Available This study attempted to find out the impact of Cognitive and Metacognitive Reading Strategy Instruction (CMRSI in L2 (English in increasing the awareness and use of these reading strategies not only in L2 in which the CMRSI was given but also in L3 (Arabic in which no CMRSI was given as a result of transfer of reading strategies from L2 to L3. It also aimed to find out which strategy items were most and least improved both in L2 and L3 as a result of CMRSI in L2. Fifty five fourth-grade high school male students majoring in math-physics took part in this study. As the reading process is believed to be the same across languages (Mokhtari & Reichard, 2004, the participants were put into two groups of low and high awareness of reading strategies in L1 (Persian. Then, they were given reading comprehension tests in L2 and L3 as triggers for the main instrument (i.e., cognitive and metacognitive reading strategy questionnaire in English and Arabic. After this pretest stage, the two groups underwent the CMRSI. The same pretest instruments were also given to the students as posttest. It was found that there was a significant difference in the awareness and use of cognitive and metacognitive reading strategies from pretest to posttest in English and Arabic for students of low and high strategic reading competence level. However, this improvement was not necessarily the same for different strategy items. It is important to teach reading strategies in L2 as it will have effect on increasing awareness of strategies both in L2 and in L3 as a result of transfer of reading strategies from one language to another. However, as not all strategy items show the same improvement from pretest to posttest, more attention should be paid to the item by item analysis of strategies after CMRSI to maximize students’ awareness of all strategy items equally.

  5. The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

    Zarrabi, Fatemeh

    2016-01-01

    The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs). To achieve this goal, 150 EFL students took part in the study and were taught based on a guided lesson plan regarding listening strategies and a pre-test/post-test design was…

  6. Metacognitive monitoring and control in visual change detection: Implications for situation awareness and cognitive control

    McAnally, Ken I.; Morris, Adam P.; Best, Christopher

    2017-01-01

    Metacognitive monitoring and control of situation awareness (SA) are important for a range of safety-critical roles (e.g., air traffic control, military command and control). We examined the factors affecting these processes using a visual change detection task that included representative tactical displays. SA was assessed by asking novice observers to detect changes to a tactical display. Metacognitive monitoring was assessed by asking observers to estimate the probability that they would correctly detect a change, either after study of the display and before the change (judgement of learning; JOL) or after the change and detection response (judgement of performance; JOP). In Experiment 1, observers failed to detect some changes to the display, indicating imperfect SA, but JOPs were reasonably well calibrated to objective performance. Experiment 2 examined JOLs and JOPs in two task contexts: with study-time limits imposed by the task or with self-pacing to meet specified performance targets. JOPs were well calibrated in both conditions as were JOLs for high performance targets. In summary, observers had limited SA, but good insight about their performance and learning for high performance targets and allocated study time appropriately. PMID:28915244

  7. The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

    Xu, Jian

    2017-01-01

    The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers' listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

  8. The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach

    Jian Xu

    2017-12-01

    Full Text Available The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers’ listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

  9. Effects of the Problem-Posing Approach on Students' Problem Solving Skills and Metacognitive Awareness in Science Education

    Akben, Nimet

    2018-05-01

    The interrelationship between mathematics and science education has frequently been emphasized, and common goals and approaches have often been adopted between disciplines. Improving students' problem-solving skills in mathematics and science education has always been given special attention; however, the problem-posing approach which plays a key role in mathematics education has not been commonly utilized in science education. As a result, the purpose of this study was to better determine the effects of the problem-posing approach on students' problem-solving skills and metacognitive awareness in science education. This was a quasi-experimental based study conducted with 61 chemistry and 40 physics students; a problem-solving inventory and a metacognitive awareness inventory were administered to participants both as a pre-test and a post-test. During the 2017-2018 academic year, problem-solving activities based on the problem-posing approach were performed with the participating students during their senior year in various university chemistry and physics departments throughout the Republic of Turkey. The study results suggested that structured, semi-structured, and free problem-posing activities improve students' problem-solving skills and metacognitive awareness. These findings indicated not only the usefulness of integrating problem-posing activities into science education programs but also the need for further research into this question.

  10. Purported use and self-awareness of cognitive and metacognitive foreign language reading strategies in tertiary education in Mozambique

    Manuel Cabinda

    2016-02-01

    Full Text Available This paper explores the results of a Survey of Reading Strategies (SORS-based questionnaire administered to 28 university student participants. The study is carried out in a post-colonial multilingual context, Mozambique. The main aims of the paper are to assess the degree of purported use and awareness of participants own use of reading comprehension skills and strategies in a foreign language (English. The participants were tested for their reading text comprehension using an IELTS comprehension test (Cabinda, 2013. The results revealed low reading comprehension levels. Results contrast with results from the SORS-based questionnaire (Cabinda, 2013 which revealed claims of use of a wide range of cognitive, metacognitive and supply strategies – aspects of high level reading ability and text comprehension. Conclusions show that the participants used or claimed to chiefly use metacognitive and cognitive reading strategies equally, matching the behaviour of good readers, but they also reported a high degree of supply strate- gies to construe meaning from text, mainly code-switching, translation and cognates. The latter cofirms results from studies by Jimenez et al. (1995, 1996 and Zhang & Wu (2009, yet do not conclusively show a correlation between the participants’ degree of text comprehension and their effective use of reading skills and strategies to construe meaning. Further conclusions show that the reported high use of these L1 (Portuguese or other related supply strategies (not used by English L1 readers does not aid their reading comprehension. Key words : EFL, reading strategies, cognition, metacognition, awareness

  11. Geography Teaching and Metacognition

    Aydin, Fatih

    2011-01-01

    The concept of metacognition has been considered in recent years in the field of education and as a concept that is worked on. Metacognition is the awareness one has about his/her thinking process and how he/she is able to control these processes. Metacognition strategies are the sequential processes individuals use to learn how to control…

  12. Metacognitive emotion regulation: children's awareness that changing thoughts and goals can alleviate negative emotions.

    Davis, Elizabeth L; Levine, Linda J; Lench, Heather C; Quas, Jodi A

    2010-08-01

    Metacognitive emotion regulation strategies involve deliberately changing thoughts or goals to alleviate negative emotions. Adults commonly engage in this type of emotion regulation, but little is known about the developmental roots of this ability. Two studies were designed to assess whether 5- and 6-year-old children can generate such strategies and, if so, the types of metacognitive strategies they use. In Study 1, children described how story protagonists could alleviate negative emotions. In Study 2, children recalled times that they personally had felt sad, angry, and scared and described how they had regulated their emotions. In contrast to research suggesting that young children cannot use metacognitive regulation strategies, the majority of children in both studies described such strategies. Children were surprisingly sophisticated in their suggestions for how to cope with negative emotions and tailored their regulatory responses to specific emotional situations. Copyright 2010 APA

  13. Language learning experience in school context and metacognitive awareness of multilingual children

    Le Pichon Vorstman, E.; de Swart, H.; Ceginskas, V.; van den Bergh, H.

    2009-01-01

    What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. These

  14. The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

    Dagal, Asude Balaban; Bayindir, Dilan

    2016-01-01

    The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…

  15. Development of Knowledge, Awareness, Global Warming Decreasing Behavior and Critical Thinking of Grade 11 Students Using the Four Noble Truths Method with Meta-Cognitive Techniques

    Chattuchai, Sakkarin; Singseewo, Adisak; Suksringarm, Paitool

    2015-01-01

    This study aims to investigate the effects of learning environmental education on the knowledge, awareness, global warming decreasing behavior, and critical thinking of eighty grade 11 students from two classes. The Four Noble Truths method with metacognitive techniques and traditional teaching method were used for the investigation. The sample…

  16. The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

    Tosun, Cemal; Senocak, Erdal

    2013-01-01

    The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through…

  17. Assessing self-efficacy and college readiness level among new undergraduate students in computer science using metacognitive awareness inventory (MAI)

    Othman, Wan Nor Afiqah Wan; Abdullah, Aziman

    2018-04-01

    This preliminary study was conducted to address the issue of academic planning skills among new university student. Due to lack of proper measurement mechanism for awareness and readiness among students, this study proposes Metacognitive Awareness Inventory (MAI) to assess the connection between student self-efficacy and college readiness. Qualitative and quantitative approach were used by provide an online self-assessment for new student of Faculty of Computer Systems & Software Engineering (FSKKP) and analyse the data respectively. The possible relationships between MAI and College Readiness Item (CRI) in self-assessment has been evaluated. The sample size of 368 respondents from UMP are responding to the online self-assessment. The initial finding shows most student (71%) of the respondent lack of skills in planning. We manage to use Pearson Product-moment correlation coefficient to find the significant relationship between MAI and CRI. Thus, we found that College Readiness provide sufficient evidence that there is a significant correlation with most of MAI items. The findings also indicated not much difference was found between gender in terms of self-efficacy level. This paper suggests the MAI and CRI is a reliable and valid scale to respond the planning skills issues among new university students.

  18. The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach

    Xu, Jian

    2017-01-01

    The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating...

  19. Genre Anxiety

    Alacovska, Ana

    2015-01-01

    This article explores how the concept of genre can enrich our understanding of gender inequality in media industries. All media work takes place within genre-specific production worlds, which seem to be gender-segregated. By examining the gendered and gendering ideology of genres, an outcome...... of genre-gender discursive, historical and cultural crossover, we obtain a holistic view of the complexities of the psycho-biographical gender dynamics of media work. To this end, I trace the ways in which the andocentric genre of travel writing (a genre based on a masculine ideology) causes professional...

  20. Metacognition in Creativity: Process Awareness Used to Facilitate the Creative Process

    Valgeirsdóttir, Dagný; Onarheim, Balder

    2017-01-01

    to ensure capture of all instances of process awareness. Through this iterative process it was revealed that process awareness was predominantly observed in creativity related tasks. Moreover three distinct facets to process awareness emerged; planning, monitoring and reflecting, which were employed...... respectively before, during and after initiating a process and/or a workshop. We conclude that process awareness is an important creativity skill, being a crucial mechanism to enhance all stages of the creative process. If a designer becomes able to plan, monitor and reflect on his or her own cognitive...... processes, as well as other team members, he or she will be able to understand what works and what does not for advancing the creative process. In turn, that enables the designer to become more strategic about which actions are appropriate and at what time they are most usefully deployed; making the use...

  1. Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia

    Andrés Rodríguez Sánchez

    2017-07-01

    Full Text Available This paper reports on an action-research study aimed at identifying the problems and needs of a specific group of tenth graders at a school in Colombia in relation to their reading comprehension in English in order to design, partially implement, and evaluate a genre-oriented syllabus. Findings show that the explicit instruction of metacognitive strategies helped students become more efficient readers, as well as the fact that the exposure and analysis of genres developed a better comprehension of different kinds of texts, making these students aware of the structure and patterns of the texts they were reading as they approached them with reading strategies that were appropriate for each genre and stage.

  2. The Self-Aware Organization: A Metacognitive Approach to Change Management in a Small Rural School District

    Harrison, Charles E., Jr.

    2010-01-01

    Educational leaders have often been ineffective in managing change in their environment. Change vectors were used in the current study to identify areas of needed change, along with a metacognitive approach to organizational change. A qualitative case study was employed to explore the use of such a metacognitive approach to change by a small rural…

  3. Film: Genres and Genre Theory

    Bondebjerg, Ib

    2015-01-01

    Genre is a concept used in film studies and film theory to describe similarities between groups of films based on aesthetic or broader social, institutional, cultural, and psychological aspects. Film genre shares similarities in form and style, theme, and communicative function. A film genre...

  4. Iscenesættelse af genre

    Molbæk, Marie-Louise

    2013-01-01

    The focus of this article is on the concept of genre and how genre is represented in two learning materials. The article defines genre as a sociosemiotic phenomenon and terms the definition critical concept of genre. This is illustrated by a graphic circle model, which shows the aspects of the de......The focus of this article is on the concept of genre and how genre is represented in two learning materials. The article defines genre as a sociosemiotic phenomenon and terms the definition critical concept of genre. This is illustrated by a graphic circle model, which shows the aspects...... of the developing process of genre and the effects from and toward discourses.The article argues (a) that the school curriculum should include critical genre awareness and (b) that the circle model represents an understanding of aspects of genre which the students should be engaged in to achieve critical genre...... awareness. The critical genre awareness is defined as the awareness of the context of communication (the correlation between discourse, situation, purpose, other texts, author, recipient) and the ability to make use of this knowledge while consuming and writing generic texts.The article looks at the speech...

  5. RAISING ESP STUDENTS’ AWARENESS OF THE GENERIC STRUCTURES AND LINGUISTIC FEATURES OF JOB APPLICATION LETTERS THROUGH THE APPLICATION OF GENRE-BASED INSTRUCTION AT THE TERTIARY LEVEL: THE CASE OF 3 rd YEAR MANAGEMENT STUDENTS DJILLALI LIABES UNIVERSITY, SIDI BEL ABBES

    SEKKAL, Faiza

    2012-01-01

    The current study is an attempt to investigate the genre of job application letter using genre-based analysis as a powerful educational tool, in order to improve the teaching of business writing at the tertiary level with reference to third- year management students by raising their awareness of the generic structures and linguistic features of the target genre. In this regard, this research work is based on the theory of genre analysis in ESP; it aims to help future graduates ...

  6. Understanding genre

    Auken, Sune

    2018-01-01

    of genres tends to naturalize them, thus leading to the question whether teaching genre is a conservative measure whereby the teacher, knowingly or unknowingly, naturalizes existing ideologies and power structures to the students. Drawing on these insights, the second, and shorter, part of the article...

  7. Genre and ..

    these connections in a series of articles that each analyzes the relationship between genre and one other central scholarly concept: conversation, rhetoric, categorization, paratext, interpretation etc., with examples spanning from Sherlock Holmes and avantgardistic literature to car commercials. The authors...

  8. Thinking about Metacognition

    Crossland, John

    2015-01-01

    Learning depends on the effective use of basic cognitive processes such as memory and attention, but for optimal learning, learners also need to have awareness of, and control over, these cognitive processes. The literal meaning of metacognition is cognition about cognition or, more informally, thinking about your thinking: a good starting point…

  9. Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.

    Gholami, Mohammad; Moghadam, Parastou Kordestani; Mohammadipoor, Fatemeh; Tarahi, Mohammad Javad; Sak, Mandana; Toulabi, Tahereh; Pour, Amir Hossein Hossein

    2016-10-01

    Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. The present study was conducted with a quasi-experimental, single group, pretest-posttest design. A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecture method was used in one group over the first eight weeks of the first semester and PBL was adopted in the second eight weeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test. No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (Pmethod. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. What genre theory does

    Andersen, Jack

    2015-01-01

    Purpose To provide a small overview of genre theory and its associated concepts and to show how genre theory has had its antecedents in certain parts of the social sciences and not in the humanities. Findings The chapter argues that the explanatory force of genre theory may be explained with its...... emphasis on everyday genres, de facto genres. Originality/value By providing an overview of genre theory, the chapter demonstrates the wealth and richness of forms of explanations in genre theory....

  11. Autogenic Training, Metacognition and Higher Education

    Wagener, Bastien

    2013-01-01

    In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Metacognition, as the process of being aware of one's own cognition and activity implies awareness…

  12. Metacognition in the process of education

    Mirkov Snežana

    2006-01-01

    Full Text Available This paper deals with different theoretical views and research regarding metacognition, its components and relations to cognition, conceptual discrepancy as well as opposing research results. Special attention was paid to the relation between metacognitive knowledge and the regulation of cognitive strategies. Reflexive awareness about personal cognitive processes is emphasized, but research discrepancies are apparent in regard to cognitive regulation. Research results focused on development of personal learning awareness and regulative skill involvement in the educational process (planning, monitoring and evaluating are presented. A discussion was also focused on various views on relations between metacognition and the self which are of special importance for providing motivation in learning. Research data show that metacognitive awareness correlates with self. Metacognitive training affects development of the control experience and self-efficiency. The role of metacognition is emphasized as important for understanding relationship between cognition and motivation, which also affects learning self-regulation development. The paper emphasizes the significance of further study of metacognition and the possibilities for its use in the educational process. Research show that both metacognitive knowledge and regulation may be beneficial for: problem solving in learning processes, development of learning strategies and student achievement.

  13. Relationships among Prior Conceptual Knowledge, Metacognitive Awareness, Metacognitive Self-Management, Cognitive Style, Perception-Judgment Style, Attitude toward School Science, Self-Regulation, and Science Achievement in Grades 6-7 Students.

    Holden, Trudy G.; Yore, Larry D.

    This study explores the learner dimension in learning biological science topics in five elementary school classrooms instructed by different teachers using a common course of study and outcome measures. Specifically, the study addressed the associations among conceptual, metacognitive, cognitive, stylistic, and affective characteristics and…

  14. Multimedia Listening Comprehension: Metacognitive Instruction or Metacognitive Instruction through Dialogic Interaction

    Bozorgian, Hossein; Alamdari, Ebrahim Fakhri

    2018-01-01

    This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners' multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N = 180) male and female Iranian…

  15. Metacognitive mechanisms underlying lucid dreaming

    Filevich, E.; Dresler, M.; Brick, T.R.; Kuhn, S.

    2015-01-01

    Lucid dreaming is a state of awareness that one is dreaming, without leaving the sleep state. Dream reports show that self-reflection and volitional control are more pronounced in lucid compared with nonlucid dreams. Mostly on these grounds, lucid dreaming has been associated with metacognition.

  16. Genre and Everyday Conversation

    Gregersen, Frans

    2015-01-01

    The paper outlines the analysis of speech genres synchronically and diachronically and exemplifies how speech genres are emulated and transformed in an analysis of a piece of literary fiction by the Danish author Katrine Marie Guldager...

  17. METACOGNITION IN ENTREPRENEURS: PSYCHOMETRIC DIAGNOSTIC ASSOCIATED TO AGE AND SEX

    Raimundo Nonato Lima Filho

    Full Text Available ABSTRACT The aim of this study was to identify elements that show the influence of the age and sex variables in the metacognitive level of professionals. Survey participants were 851 professionals registered in Bahia's Regional Administration Council who own their own businesses. Two validated psychometric instruments were used: Metacognitive Awareness Inventory (MAI and the Metacognitive Activities Inventory (MCA-I. The hypothesis held that the respondent's age and sex influence their Metacognitive Profile. From the Structural Equation Modeling, the results indicate that the sex variable showed no significant relationship to the Metacognitive Profile. The implications of this study provide empirical conclusions that can aid entrepreneurs, companies, higher education institutions to understand the metacognitive aspects that influence the entrepreneur’s behavior more systematically. Empirically, these results contribute so that the participating drivers of this study, as they develop metacognitive aspects, acquire a competitive advantage in their entrepreneurial performance.

  18. Genres of War

    Skouvig, Laura

    2015-01-01

    Purpose This chapter presents a case study of the communication of information in Copenhagen during the siege in 1807. The purpose of this chapter is to investigate how information was formed by different genres and how these genres relate to different genre systems. Finally, a purpose of this ch...

  19. The Impact of Expanding Advanced Level Secondary School Students' Awareness and Use of Metacognitive Learning Strategies on Confidence and Proficiency in Foreign Language Speaking Skills

    Forbes, Karen; Fisher, Linda

    2018-01-01

    In an increasingly multilingual world, the question of how to improve foreign language speaking skills of pupils in British schools is of paramount importance to language teachers and policy-makers today. This paper examines how an explicit focus on metacognitive strategy use within secondary school foreign language lessons impacts pupils'…

  20. Intelligence and Metacognition as Predictors of Foreign Language Achievement: A Structural Equation Modeling Approach

    Pishghadam, Reza; Khajavy, Gholam Hassan

    2013-01-01

    This study examined the role of metacognition and intelligence in foreign language achievement on a sample of 143 Iranian English as a Foreign Language (EFL) learners. Participants completed Raven's Advanced Progressive Matrices as a measure of intelligence, and Metacognitive Awareness Inventory as a measure of metacognition. Learners' scores at…

  1. Assessing Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course

    Mytkowicz, Patricia; Goss, Diane; Steinberg, Bruce

    2014-01-01

    While metacognition is an important component of the learning process for college students, development of metacognitive knowledge and regulation is particularly important for students with LD and/or ADHD. The researchers used Schraw and Dennison's (1994) "Metacognitive Awareness Inventory" (MAI) to assess first year college students'…

  2. Metacognitive Awareness and Comprehension Monitoring in Reading Ability of Iranian EFL Learners (Monitoreo de la conciencia metacognitiva y de la comprensión en la habilidad lectora de estudiantes iraníes de inglés como lengua extranjera)

    Khonamri, Fatemeh; Mahmoudi Kojidi, Elahe

    2011-01-01

    We report an investigation on the relationship between metacognitive awareness of reading strategies and comprehension monitoring of language learners in English as a foreign language context. Participants were thirty first year university students majoring in electronics. They completed a questionnaire aimed at discerning the strategies that…

  3. Metacognitive Listening Strategies Used by Saudi EFL Medical Students

    Alhaison, Eid

    2017-01-01

    The present study investigated the metacognitive listening strategies among Saudi EFL medical students. The participants were 104 males and females, randomly selected to fill in the Metacognitive Awareness Listening Questionnaire (MALQ), developed and validated Vandergrift Goh, Mareschal, and Tafaghodtari (2006). The results revealed that…

  4. Metacognition: As a Predictor of One's Academic Locus of Control

    Arslan, Serhat; Akin, Ahmet

    2014-01-01

    The purpose of this study is to examine the effect of metacognition on one's academic locus of control. The study's sample group consists of 451 university students enrolled in various programs at Sakarya University, Turkey. In this study, the Metacognitive Awareness Inventory and the Academic Locus of Control Scale were used. The correlations and…

  5. Metacognitive mechanisms underlying lucid dreaming

    Filevich, E.; Dresler, M.; Brick, T.R.; Kuhn, S.

    2015-01-01

    Lucid dreaming is a state of awareness that one is dreaming, without leaving the sleep state. Dream reports show that self-reflection and volitional control are more pronounced in lucid compared with nonlucid dreams. Mostly on these grounds, lucid dreaming has been associated with metacognition. However, the link to lucid dreaming at the neural level has not yet been explored. We sought for relationships between the neural correlates of lucid dreaming and thought monitoring. Human participant...

  6. Genre as Fictional Action

    Auken, Sune

    2014-01-01

    The arcticle is an interdisciplinary study between literary and rhetorical genre research. Its starting point is the well-deserved leading position held by Rhetorical Genre Studies (RGS). The article proposes a scholarly collaboration between Literary Studies and RGS and posits one possible start...... starting point for this collaboration by utilizing Carolyn Miller´s central concept of "Genre as Social Action" as a way to analyze literary characters´ social actions within narratives through an interpretation of their uses of genre....

  7. Genre and Interpretation

    Auken, Sune

    2015-01-01

    Despite the immensity of genre studies as well as studies in interpretation, our understanding of the relationship between genre and interpretation is sketchy at best. The article attempts to unravel some of intricacies of that relationship through an analysis of the generic interpretation carrie...

  8. Metacognitive instruction in middle school science

    Bonney, Dianna

    The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.

  9. Guerre et genre

    Fabrice Virgili

    2010-01-01

    Full Text Available Ce mémoire d’habilitation à diriger des recherches comprend, sous le titre « Guerre et genre », trois volumes. Le rapport de synthèse (volume 3 retrace le parcours personnel et intellectuel de l’auteur autour de trois axes : Identités de genre et guerre, violence en temps de guerre, historiographie du genre. Le recueil (volume 2 comprend dix articles significatifs de ces thématiques. Enfin, le mémoire inédit (volume 1 porte sur les enfants nés de couple franco‑allemands pendant la Seconde ...

  10. Inter Genre Similarity Modelling For Automatic Music Genre Classification

    Bagci, Ulas; Erzin, Engin

    2009-01-01

    Music genre classification is an essential tool for music information retrieval systems and it has been finding critical applications in various media platforms. Two important problems of the automatic music genre classification are feature extraction and classifier design. This paper investigates inter-genre similarity modelling (IGS) to improve the performance of automatic music genre classification. Inter-genre similarity information is extracted over the mis-classified feature population....

  11. Text Genres in Information Organization

    Nahotko, Marek

    2016-01-01

    Introduction: Text genres used by so-called information organizers in the processes of information organization in information systems were explored in this research. Method: The research employed text genre socio-functional analysis. Five genre groups in information organization were distinguished. Every genre group used in information…

  12. Alzheimer's Disease Can Spare Local Metacognition Despite Global Anosognosia: Revisiting the Confidence-Accuracy Relationship in Episodic Memory

    Gallo, David A.; Cramer, Stefanie J.; Wong, Jessica T.; Bennett, David A.

    2012-01-01

    Alzheimer's disease (AD) can impair metacognition in addition to more basic cognitive functions like memory. However, while global metacognitive inaccuracies are well documented (i.e., low deficit awareness, or anosognosia), the evidence is mixed regarding the effects of AD on local or task-based metacognitive judgments. Here we investigated local…

  13. Examining Change in Metacognitive Knowledge and Metacognitive Control During Motor Learning: What Can be Learned by Combining Methodological Approaches?

    Claire Sangster Jokić

    2014-04-01

    metacognitive awareness and knowledge. Furthermore, it supports the use of multiple methods for examining metacognitive performance and change in the context of a meaningful learning situation.

  14. Self-confidence and metacognitive processes

    Kleitman Sabina

    2005-01-01

    Full Text Available This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132 were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI, and a Verbal Reasoning Test (VRT. The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296 employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.

  15. The Metacognitive Disambiguation Effect

    Slocum, Jeremy Y.; Merriman, William E.

    2018-01-01

    From an early age, children show a tendency to map novel labels onto unfamiliar rather than familiar kinds of objects. Accounts of this tendency have not addressed whether children develop a metacognitive representation of what they are doing. In 3 experiments (each N = 48), preschoolers received a test of the "metacognitive disambiguation…

  16. Metacognition in addictive behaviors.

    Spada, Marcantonio M; Caselli, Gabriele; Nikčević, Ana V; Wells, Adrian

    2015-05-01

    Over the last twenty years metacognitive theory has provided a novel framework, in the form of the Self-Regulatory Executive Function (S-REF) model, for conceptualizing psychological distress (Wells & Matthews, 1994, 1996). The S-REF model proposes that psychological distress persists because of unhelpful coping styles (e.g. extended thinking and thought suppression) which are activated and maintained as a result of metacognitive beliefs. This paper describes the S-REF model and its application to addictive behaviors using a triphasic metacognitive formulation. Evidence on the components of the triphasic metacognitive formulation is reviewed and the clinical implications for applying metacognitive therapy to addictive behaviors outlined. Copyright © 2014 Elsevier Ltd. All rights reserved.

  17. Queer Tracings of Genre

    Balle, Søren Hattesen

    as (re)tracings of genres that appear somehow residual or defunct in a post-modernist poetic context. On the other, they are made to "encode new [and queer, shb] meanings" (Anne Ferry) inasmuch as Ashbery, for instance, doubles and literalizes Dante's false etymology of the word ‘eclogue' (aig- and logos...

  18. Music Genre as Method

    Timothy Laurie

    2014-01-01

    A review of Jennifer C. Lena, Banding Together: How Communities Create Genres in Popular Music (Princeton University Press, 2012), Michelle Phillipov, Death Metal and Music Criticism: Analysis at the Limits(Lexington Books, 2012) and Graham St John, Global Tribe: Technology, Spirituality and Psytrance (Equinox Publishing, 2012). 

  19. Genre and categorization

    Ulbæk, Ib

    2015-01-01

    Artiklen undersøger forholdet mellem genre-kategorien og sætter den i forbindelse med andre former for kategorisering med henblik på at afklare om genrebegrebet har en særstatus eller om sprogbrugeren kan udnytte sin almene kategorividen til at forstå tekster....

  20. Spanish Comics as Genre

    Kiely, Kristin

    2018-01-01

    Since the beginning of literary time, genre has been an issue for critics and scholars. Comics and graphic novels have stepped into the fray in recent decades causing even more confusion. This is even more evident in Spain where the publishers are foolhardy men and women simply out to make money and who are too deeply embedded in their bourgeois…

  1. Genre theory in information studies

    Andersen, Jack

    2015-01-01

    This book highlights the important role genre theory plays within information studies. It illustrates how modern genre studies inform and enrich the study of information, and conversely how the study of information makes its own independent contributions to the study of genre.

  2. Genre: Language, Context, and Literacy.

    Hyland, Ken

    2002-01-01

    Focuses on genre and its application in language teaching and learning. Suggests genre approaches have had an impact on how we understand discourse and transform literacy education in different contexts around the world. Describes studies on generic integrity and variation, and the ways that genres are seen as similar and different in terms of…

  3. Genre and contemporary Romantic Comedy

    Woodyard, Andrew

    2017-01-01

    The aim of my thesis was to look at the evolution of the Romantic Comedy throughout the 1990s and early 2000s, to attempt to establish what changes occurred within the genre and how these changes influenced our understanding of genre theory as a whole. Through this discussion, I hoped to develop tools that could be used to examine different genres with varied historical records. My initial examination of genre theory showed that Genre History was one of the largest problems in the study of fi...

  4. Queer Tracings of Genre

    Balle, Søren Hattesen

    A prominent feature of John Ashbery's debut collection Some Trees is the near ubiquity of classical and post-classical genre designations attached as titles to its poems. Among them appear titles such as "Eclogue", "Sonnet", "Meditations of a Parrot", and "A Pastoral". Neither does Ashbery hesita...... to a dominant cultural climate in the ‘50s when the homosexual theme was deemed beyond normal hetero-normative classifications of gender identity....

  5. Emotion, gender and genre

    Agger, Gunhild

    2011-01-01

    Traditionally, Scandinavian TV crime fiction has been regarded as a public arena for critical exhibition of and debate about salient features in contemporary social development. To explain the acknowledged impact of this kind of crime fiction, it is necessary to involve the notions of emotion...... and gender in combination with the mixing of genres, as especially the thriller and the melodrama have invaded the police procedural. This is demonstrated in an analysis of The Killing....

  6. Finding Common Ground: Identifying and Eliciting Metacognition in ePortfolios across Contexts

    Bokser, Julie A.; Brown, Sarah; Chaden, Caryn; Moore, Michael; Cleary, Michelle Navarre; Reed, Susan; Seifert, Eileen; Zecker, Liliana Barro; Wozniak, Kathryn

    2016-01-01

    Research has suggested ePortfolios reveal and support students' metacognition, that is, their awareness, tracking, and evaluation of their learning over time. However, due to the wide variety of purposes and audiences for ePortfolios, it has been unclear whether there might be common criteria for identifying and assessing metacognition in…

  7. The Characteristic of the Process of Students' Metacognition in Solving Calculus Problems

    Purnomo, Dwi; Nusantara, Toto; Subanji; Rahardjo, Swasono

    2017-01-01

    This article is the result of research aims to describe the patterns and characteristics of the process of metacognition student of mathematics in solving calculus problems. Description was done by looking at changes in "awareness," "evaluation," and "regulation" as components of metacognition. The changes in…

  8. An Exploration of Metacognition and Its Effect on Mathematical Performance in Differential Equations

    Smith, Mary Jarratt

    2013-01-01

    Research suggests that students in certain contexts who are "metacognitively aware learners" demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from…

  9. Metacognition and reasoning

    Fletcher, Logan; Carruthers, Peter

    2012-01-01

    This article considers the cognitive architecture of human meta-reasoning: that is, metacognition concerning one's own reasoning and decision-making. The view we defend is that meta-reasoning is a cobbled-together skill comprising diverse self-management strategies acquired through individual and cultural learning. These approximate the monitoring-and-control functions of a postulated adaptive system for metacognition by recruiting mechanisms that were designed for quite other purposes. PMID:22492753

  10. Metacognitive mechanisms underlying lucid dreaming.

    Filevich, Elisa; Dresler, Martin; Brick, Timothy R; Kühn, Simone

    2015-01-21

    Lucid dreaming is a state of awareness that one is dreaming, without leaving the sleep state. Dream reports show that self-reflection and volitional control are more pronounced in lucid compared with nonlucid dreams. Mostly on these grounds, lucid dreaming has been associated with metacognition. However, the link to lucid dreaming at the neural level has not yet been explored. We sought for relationships between the neural correlates of lucid dreaming and thought monitoring. Human participants completed a questionnaire assessing lucid dreaming ability, and underwent structural and functional MRI. We split participants based on their reported dream lucidity. Participants in the high-lucidity group showed greater gray matter volume in the frontopolar cortex (BA9/10) compared with those in the low-lucidity group. Further, differences in brain structure were mirrored by differences in brain function. The BA9/10 regions identified through structural analyses showed increases in blood oxygen level-dependent signal during thought monitoring in both groups, and more strongly in the high-lucidity group. Our results reveal shared neural systems between lucid dreaming and metacognitive function, in particular in the domain of thought monitoring. This finding contributes to our understanding of the mechanisms enabling higher-order consciousness in dreams. Copyright © 2015 the authors 0270-6474/15/351082-07$15.00/0.

  11. Genre on Time

    Givskov, Cecilie

    2009-01-01

    In a Danish context the political fiction film has not been heavily promoted or been the centre of attention for directors, and when it has been explored it has in fact not been a very successful genre. However, recently, an interest in the political sphere has emerged among filmmakers in Denmark...... the journalistic credo. The article analyze how the socio-cultural political context developed especially since 2001 interacts with the content and form of the political fiction films, and how the films are embedded in a general mediatization of culture which implies that subject matter related to for example...... politics is framed in popular form - in news and in fiction films....

  12. Components of metacognition and metacognitive properties of forecasting as determinants of supra-situational pedagogical thinking

    Kashapov, Mergalуаs M.

    2017-03-01

    Full Text Available This article describes the functions of metacognition and the role of these functions in professional pedagogical thinking (PPT: the discovery of the emergence of a problemacy, the organization of cognition processes, and the management of the comprehension and resolution of the problem situation. Thinking is related to the metacognitive activity of a subject. Components and strategies of metacognition are included in the PPT process and define (by means of conscious or unconscious regulation the efficiency of discovering and solving problems in an interpersonal interaction situation that must be comprehended and transformed. One of the conditions providing for realization of the supra-situational thinking of professionals is a high level of metacognitive activity, although the level of the pronouncedness of metacognitive activity does not depend on the subject’s possessing basic professional education. We have created and tested new psychodiagnostic techniques aimed at defining the level of forecasting in problem (conflict situations and at evaluating metacognitive knowledge and activity. The sample group included about 800 people (university lecturers, school teachers, and teachers who train college students. It was proved that the metacognitive focus of forecasting stimulates the formation and development of various forecasting types: proactive, retroactive, and interactive. Forecasting is viewed as a metacognitive component of supra-situational thinking and a component of the cognitive side of communication. Situational and supra- situational types of pedagogical thinking are shown to have different properties and different orientations toward forecasting activity; these properties and orientations determine the differentiation and hierarchization of these types of thinking. It was discovered that the metacognitive properties of supra-situational thinking are achieved through a high degree of integration of all basic forecasting qualities

  13. Bonding Ideas About Inquiry: Exploring Knowledge and Practices of Metacognition in Beginning Secondary Science Teachers

    Rivero Arias, Ana Margarita

    Metacognition, identified generally as "thinking about thinking", plays a fundamental role in science education. It enhances the understanding of science as a way to generate new knowledge using scientific concepts and practices. Moreover, metacognition supports the development of students' life-long problem solving, collaboration, and critical thinking skills. When teachers use metacognition with intention, it can promote students' agency and responsibility for their own learning. However, despite all of its benefits, metacognition is rarely seen in secondary science classrooms. Thus, it is important to understand what beginning teachers know and how they use metacognition during their first years in order to find ways to prepare and support them in incorporating metacognitive practices into their science teaching. The purpose of this multimethod study was to describe the metacognitive knowledge and experiences of beginning science teachers. For the quantitative research strand, I surveyed 36 secondary science teachers about their awareness of metacognition and used classroom observations coded from a larger research study to identify how often teachers were using metacognition to teach science. For the qualitative strand, I interviewed 15 participants about their knowledge and experiences of metacognition (including reflective practices) and spent two weeks observing two of the teachers who described exemplary metacognitive teaching practices. I found that participants had a solid awareness of metacognition, but considered the term complicated to enact, difficult for students, and less important to focus on during their first years of teaching than other elements such as content. Additionally, teaching experience seemed to have an effect on teachers' knowledge and experiences of metacognition. However, participants who were using metacognitive practices had recognized their importance since the beginning of their teaching. Reflective practices can help improve

  14. METACOGNITION OF VISUOMOTOR DECISIONS IN CONVERSION DISORDER.

    Sinanaj, Indrit; Blakemore, Rebekah; Klug, Julian; Cojan, Yann; Galli, Silvio; Berney, Alexandre; Aybek, Selma; Vuilleumier, Patrik

    2018-04-23

    Motor conversion disorder (CD) entails genuine disturbances in the subjective experience of patients who maintain they are unable to perform a motor function, despite lack of apparent neurological damage. Abilities by which individuals assess their own capacities during performance in a task are called metacognitive, and distinctive impairment of such abilities is observed in several disorders of self-awareness such as blindsight and anosognosia. In CD, previous research has focused on the recruitment of motor and emotional brain systems, generally linking symptoms to altered limbic-motor interactions; however, metacognitive function has not been studied to our knowledge. Here we tested ten CD patients and ten age-gender matched controls during a visually-guided motor paradigm, previously employed in healthy controls (HC), allowing us to probe for motor awareness and metacognition. Participants had to draw straight trajectories towards a visual target while, unbeknownst to them, deviations were occasionally introduced in the reaching trajectory seen on the screen. Participants then reported both awareness of deviations and confidence in their response. Activity in premotor and cingulate cortex distinguished between conscious and unconscious movement corrections in controls better than patients. Critically, whereas controls engaged the left superior precuneus and middle temporal region during confidence judgments, CD patients recruited bilateral parahippocampal and amygdalo-hippocampal regions instead. These results reveal that distinct brain regions subserve metacognitive monitoring for HC and CD, pointing to different mechanisms and sources of information used to monitor and form confidence judgments of motor performance. While brain systems involved in sensory-motor integration and vision are more engaged in controls, CD patients may preferentially rely on memory and contextual associative processing, possibly accounting for how affect and memories can imbue

  15. Cognitive and metacognitive processes in self-regulation of learning

    Erika Tomec

    2006-08-01

    Full Text Available The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (metacognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998. The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994 and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002 were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th, students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.

  16. Revisiting Inter-Genre Similarity

    Sturm, Bob L.; Gouyon, Fabien

    2013-01-01

    We revisit the idea of ``inter-genre similarity'' (IGS) for machine learning in general, and music genre recognition in particular. We show analytically that the probability of error for IGS is higher than naive Bayes classification with zero-one loss (NB). We show empirically that IGS does...... not perform well, even for data that satisfies all its assumptions....

  17. The Gendering Power of Genres

    Alacovska, Ana

    2017-01-01

    writers in Denmark have coped with and experienced the gendering effect of the genre in which they work and to which they are financially beholden. I also tease out the ways in which crime fiction, a masculine genre, causes anxiety of authorship and affects female producers’ identity and boundary work......This article introduces the notion of genre as an analytical category for the study of gender inequality in creative work. Research on gender and creative labour typically identifies external, systemic and structural causes for gender inequality in media industries. In contrast, I argue that genres......, by virtue of their internal, structural and discursive patterning, play a constitutive role in regulating media producers’ gendered professional identities, shaping their struggle for recognition and structuring their economic sustainability. Rather than being merely outcomes of production processes, genres...

  18. Information problem solving instruction: Some cognitive and metacognitive issues.

    Lazonder, Adrianus W.; Rouet, Jean-Franc¸ois

    2008-01-01

    Children, teenagers, and adults abundantly use the Web to search for information. Yet this high frequency of use stands in marked contrast with the users’ relatively low awareness and mastery of metacognitive skills to search the Web effectively and efficiently. This paper provides a review of five

  19. Learning Styles and Metacognition.

    Turner, Nancy D'Isa

    1993-01-01

    Examines the effects of modified instruction and high ability fifth-grade students' use of metacognition on spelling achievement. Notes that the instruction was modified to match the visual, auditory, tactile, and kinesthetic preferences of the group. Finds positive results. (RS)

  20. Schizophrenia and Metacognition

    Austin, Stephen F.; Mors, Ole; Nordentoft, Merete

    2014-01-01

    tested for relationships between course of illness and levels of specific metacognitions in schizophrenia spectrum disorders. A large cohort of people with first episode psychosis (n = 578) recruited as part the OPUS trial (1998–2000) were tested. Information about course of illness (remitted, episodic...... beliefs may also impact on positive symptoms and course of illness within schizophrenia....

  1. Metacognition in higher education

    Vos, Henk

    2001-01-01

    This thesis studies (a) the reasoning of students, (b) teaching and learning in a laboratory course, and (c) the ideas of teachers about the structure of a theoretical course. These studies have been united by the concept of metacognition that can be understood globally as cognition on cognition.

  2. An Examination of Undergraduates' Metacognitive Strategies in Pre-Class Asynchronous Activity in a Flipped Classroom

    Yilmaz, Rabia M.; Baydas, Ozlem

    2017-01-01

    The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did…

  3. Genre Complexes in Popular Music

    Childress, C. Clayton

    2016-01-01

    Recent work in the sociology of music suggests a declining importance of genre categories. Yet other work in this research stream and in the sociology of classification argues for the continued prevalence of genres as a meaningful tool through which creators, critics and consumers focus their attention in the topology of available works. Building from work in the study of categories and categorization we examine how boundary strength and internal differentiation structure the genre pairings of some 3 million musicians and groups. Using a range of network-based and statistical techniques, we uncover three musical “complexes,” which are collectively constituted by 16 smaller genre communities. Our analysis shows that the musical universe is not monolithically organized but rather composed of multiple worlds that are differently structured—i.e., uncentered, single-centered, and multi-centered. PMID:27203852

  4. Genre Complexes in Popular Music.

    Silver, Daniel; Lee, Monica; Childress, C Clayton

    2016-01-01

    Recent work in the sociology of music suggests a declining importance of genre categories. Yet other work in this research stream and in the sociology of classification argues for the continued prevalence of genres as a meaningful tool through which creators, critics and consumers focus their attention in the topology of available works. Building from work in the study of categories and categorization we examine how boundary strength and internal differentiation structure the genre pairings of some 3 million musicians and groups. Using a range of network-based and statistical techniques, we uncover three musical "complexes," which are collectively constituted by 16 smaller genre communities. Our analysis shows that the musical universe is not monolithically organized but rather composed of multiple worlds that are differently structured-i.e., uncentered, single-centered, and multi-centered.

  5. The Perilous Life of a Linguistic Genre Convention

    Borchmann, Simon

    2014-01-01

    , the descriptions are more informative than the structures hitherto described by text linguistics. Secondly, as historical norms, they are a testimony to the development and change of language use. Thirdly, the descriptions contribute to language users’ awareness of the origin of standards, their understanding......The primary, theoretical aim of the article is to present a linguistic text analysis that differs from standard text linguistic approaches by being informative with regard to the linguistic choices and textual organisation that characterise a text as a social act. The analysis is exemplified...... by using texts of a relatively new Danish journalistic genre nyhedsanalyse (news analysis). The secondary, empirical aim of the article is to present a corpus-based, linguistic analysis of central elements of the genre nyhedsanalyse within the Danish system of newspaper genres. Text linguistics is based...

  6. Where is the "meta" in animal metacognition?

    Kornell, Nate

    2014-05-01

    Apes, dolphins, and some monkeys seem to have metacognitive abilities: They can accurately evaluate the likelihood that their response in cognitive task was (or will be) correct. These certainty judgments are seen as significant because they imply that animals can evaluate internal cognitive states, which may entail meaningful self-reflection. But little research has investigated what is being reflected upon: Researchers have assumed that when animals make metacognitive judgments they evaluate internal memory strength. Yet decades of research have demonstrated that humans cannot directly evaluate internal memory strength. Instead, they make certainty judgments by drawing inferences from cues they can evaluate, such as familiarity and ease of processing. It seems likely that animals do the same, but this hypothesis has not been tested. I suggest two strategies for investigating the internal cues that underlie animal metacognitive judgments. It is possible that animals, like humans, are capable of making certainty judgments based on internal cues without awareness or meaningful self-reflection. ©2014 APA, all rights reserved.

  7. Training in Metacognitive Strategies for Students’ Vocabulary Improvement by Using Learning Journals

    Itala Diaz

    2015-01-01

    Full Text Available This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a set of five interventions based on the cognitive academic language learning approach instructional model. These interventions, together with journaling progress, were used to train them in the use of the metacognitive strategies planning, monitoring, and evaluating. The findings showed that metacognitive strategy training has positively contributed to vocabulary acquisition skills, as participants were able to raise consciousness about some learning strategies and the use of metacognitive strategies to increase their vocabulary learning.

  8. Sentence-Level Effects of Literary Genre: Behavioral and Electrophysiological Evidence

    Stefan Blohm

    2017-11-01

    Full Text Available The current study used event-related brain potentials (ERPs and behavioral measures to examine effects of genre awareness on sentence processing and evaluation. We hypothesized that genre awareness modulates effects of genre-typical manipulations. We manipulated instructions between participants, either specifying a genre (poetry or not (neutral. Sentences contained genre-typical variations of semantic congruency (congruent/incongruent and morpho-phonological features (archaic/contemporary inflections. Offline ratings of meaningfulness (n = 64/group showed higher average ratings for semantically incongruent sentences in the poetry vs. neutral condition. ERPs during sentence reading (n = 24/group; RSVP presentation at a fixed per-constituent rate; probe task showed a left-lateralized N400-like effect for contemporary vs. archaic inflections. Semantic congruency elicited a bilateral posterior N400 effect for incongruent vs. congruent continuations followed by a centro-parietal positivity (P600. While N400 amplitudes were insensitive to the genre, the latency of the P600 was delayed by the poetry instruction. From these results, we conclude that during real-time sentence comprehension, readers are sensitive to subtle morphological manipulations and the implicit prosodic differences that accompany them. By contrast, genre awareness affects later stages of comprehension.

  9. Students’ metacognitive activities in solving the combinatorics problem: the experience of students with holist-serialist cognitive style

    Trisna, B. N.; Budayasa, I. K.; Siswono, T. Y. E.

    2018-01-01

    Metacognition is related to improving student learning outcomes. This study describes students’ metacognitive activities in solving the combinatorics problem. Two undergraduate students of mathematics education from STKIP PGRI Banjarmasin were selected as the participants of the study, one person has a holist cognitive style and the other a serialist. Data were collected by task-based interviews where the task contains a combinatorial problem. The interviews were conducted twice using equivalent problem at two different times. The study found that the participants showed metacognitive awareness (A), metacognitive evaluation (E), and metacognitive regulation (R) that operated as pathways from one function to another. Both, holist and serialist, have metacognitive activities in different pathway. The path of metacognitive activities of the holist is AERCAE-AAEER-ACRECCECC-AREERCE with the AERAE-AER-ARE-ARERE pattern, while the path of metacognitive activities of the serialist is AERCA-AAER-ACRERCERC-AREEEE with the AERA-AER-ARERER-ARE pattern. As an implication of these findings, teachers/lecturers need to pay attention to metacognitive awareness when they begin a stage in mathematical problem solving. Teachers/lecturers need to emphasize to students that in mathematical problem solving, processes and results are equally important.

  10. Evolutionary Awareness

    Gregory Gorelik

    2014-10-01

    Full Text Available In this article, we advance the concept of “evolutionary awareness,” a metacognitive framework that examines human thought and emotion from a naturalistic, evolutionary perspective. We begin by discussing the evolution and current functioning of the moral foundations on which our framework rests. Next, we discuss the possible applications of such an evolutionarily-informed ethical framework to several domains of human behavior, namely: sexual maturation, mate attraction, intrasexual competition, culture, and the separation between various academic disciplines. Finally, we discuss ways in which an evolutionary awareness can inform our cross-generational activities—which we refer to as “intergenerational extended phenotypes”—by helping us to construct a better future for ourselves, for other sentient beings, and for our environment.

  11. Metacognition of agency is reduced in high hypnotic suggestibility.

    Terhune, Devin B; Hedman, Love R A

    2017-11-01

    A disruption in the sense of agency is the primary phenomenological feature of response to hypnotic suggestions but its cognitive basis remains elusive. Here we tested the proposal that distorted volition during response to suggestions arises from poor metacognition pertaining to the sources of one's control. Highly suggestible and control participants completed a motor task in which performance was reduced through surreptitious manipulations of cursor lag and stimuli speed. Highly suggestible participants did not differ from controls in performance or metacognition of performance, but their sense of agency was less sensitive to cursor lag manipulations, suggesting reduced awareness that their control was being manipulated. These results indicate that highly suggestible individuals have aberrant metacognition of agency and may be a valuable population for studying distortions in the sense of agency. Copyright © 2017 Elsevier B.V. All rights reserved.

  12. The role of metacognition in human social interactions

    Frith, Chris D.

    2012-01-01

    Metacognition concerns the processes by which we monitor and control our own cognitive processes. It can also be applied to others, in which case it is known as mentalizing. Both kinds of metacognition have implicit and explicit forms, where implicit means automatic and without awareness. Implicit metacognition enables us to adopt a we-mode, through which we automatically take account of the knowledge and intentions of others. Adoption of this mode enhances joint action. Explicit metacognition enables us to reflect on and justify our behaviour to others. However, access to the underlying processes is very limited for both self and others and our reports on our own and others' intentions can be very inaccurate. On the other hand, recent experiments have shown that, through discussions of our perceptual experiences with others, we can detect sensory signals more accurately, even in the absence of objective feedback. Through our willingness to discuss with others the reasons for our actions and perceptions, we overcome our lack of direct access to the underlying cognitive processes. This creates the potential for us to build more accurate accounts of the world and of ourselves. I suggest, therefore, that explicit metacognition is a uniquely human ability that has evolved through its enhancement of collaborative decision-making. PMID:22734064

  13. Essay Genre in Tatar Journalism

    Aigul A. Guseinova

    2017-11-01

    Full Text Available In this article, an essay is considered as a journalistic genre in the context of modern Tatar journalism. Using the example of works by contemporary authors in the Tatar-speaking periodicals of Russia, the main genre and the semantic features of this genre are studied. An essay is a publicistic form to reflect on the topical issues of Russian reality. The reproduction of a fact is not so important for an essay. An important role is played by the description of the author's impressions, reflections and emotions. The periodical press has many materials in the Tatar language in which the author's opinion, author's principle and subjective opinion are strongly expressed. In fact, during the last decades of the twentieth century and the beginning of the twenty-first century there was a surge of essays in modern journalism. Due to some political events in Russia during the early 90s of the twentieth century, it was possible to express their thoughts and speak on the urgent problems in society openly in comparison with the Soviet reality. The object of research is essayism as a kind of journalistic creativity, the subject of the study is the essay genre in Tatar journalism. The empirical basis of the work consisted of the essays from Tatar journalists, publicists and writers. Provided that the personality of an author is one of the effectiveness factors concerning the publications in the genre of essay, the essayization of texts in Tatar journalism will be increased in the future.

  14. Metacognition and perspective-taking in Alzheimer’s disease: a mini-review.

    Elodie Bertrand; J. Landeira-Fernandez; Daniel C Mograbi; Daniel C Mograbi

    2016-01-01

    Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia), studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspecti...

  15. Metacognition and perspective-taking in Alzheimer’s disease: a mini-review.

    Elodie Bertrand

    2016-11-01

    Full Text Available Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia, studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspective. Considering that metacognitive impairments are an important characteristic of dementia, especially in Alzheimer’s Disease (AD, studies of the relationship between metacognition and perspective-taking may be relevant to improve the quality of life of people with dementia. The current paper first briefly addresses the theme of metacognition and the impact of metacognitive deficits in people with AD. The focus then turns to the relationship between metacognition and perspective-taking in different neurological and psychiatric disorders, particularly AD. This relationship is also discussed based on theoretical models, particularly the Cognitive Awareness Model (CAM. Specifically, the CAM suggests the existence of distinct memory systems for self- and other-information, an idea which is supported by neuroimaging findings. We suggest that the Default Mode Network, as it has been shown to be implicated in self vs. other processing and is affected early in AD, could explain the impact of perspective-taking on awareness of deficits in AD. Finally, we present possible clinical implications of the relationship between metacognition and perspective-taking in AD. Indeed, we considered the possibility of improving patient’s awareness through the use of a third-person perspective, which, consequently, may decrease the negative impacts of anosognosia in AD.

  16. Metacognition and Perspective-Taking in Alzheimer’s Disease: A Mini-Review

    Bertrand, Elodie; Landeira-Fernandez, Jesus; Mograbi, Daniel C.

    2016-01-01

    Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia), studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspecti...

  17. Metacognition and Perspective-Taking in Alzheimer's Disease: A Mini-Review.

    Bertrand, Elodie; Landeira-Fernandez, Jesus; Mograbi, Daniel C

    2016-01-01

    Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia), studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspective. Considering that metacognitive impairments are an important characteristic of dementia, especially in Alzheimer's Disease (AD), studies of the relationship between metacognition and perspective-taking may be relevant to improve the quality of life of people with dementia. The current paper first briefly addresses the theme of metacognition and the impact of metacognitive deficits in people with AD. The focus then turns to the relationship between metacognition and perspective-taking in different neurological and psychiatric disorders, particularly AD. This relationship is also discussed based on theoretical models, particularly the Cognitive Awareness Model (CAM). Specifically, the CAM suggests the existence of distinct memory systems for self- and other-information, an idea which is supported by neuroimaging findings. We suggest that the Default Mode Network, as it has been shown to be implicated in self vs. other processing and is affected early in AD, could explain the impact of perspective-taking on awareness of deficits in AD. Finally, we present possible clinical implications of the relationship between metacognition and perspective-taking in AD. Indeed, we considered the possibility of improving patient's awareness through the use of a third-person perspective, which, consequently, may decrease the negative impacts of anosognosia in AD.

  18. Communicative Purpose as Genre Determinant

    Askehave, Inger

    1999-01-01

    Through the years researchers and LSP teachers alike have used various parameters for classifying texts. This article sets out to discuss the notion of "communicative purpose" as a means for classifying text. It points to some of the difficulties associated with the functional approaches to genre...... classification in general and the notion of "communicative purpose" in particular.......Through the years researchers and LSP teachers alike have used various parameters for classifying texts. This article sets out to discuss the notion of "communicative purpose" as a means for classifying text. It points to some of the difficulties associated with the functional approaches to genre...

  19. Narrative versus style: Effect of genre-typical events versus genre-typical filmic realizations on film viewers’ genre recognition

    Visch, V.; Tan, E.

    2008-01-01

    This study investigated whether film viewers recognize four basic genres (comic, drama, action and nonfiction) on the basis of genre-typical event cues or of genre-typical filmic realization cues of events. Event cues are similar to the narrative content of a film sequence, while filmic realization

  20. Disjunctivism, hallucinations, and metacognition.

    Jérôme, Dokic; Jean-Rémy, Martin

    2012-09-01

    Perceptual experiences have been construed either as representational mental states-Representationalism-or as direct mental relations to the external world-Disjunctivism. Both conceptions are critical reactions to the so-called 'Argument from Hallucination', according to which perceptions cannot be about the external world, since they are subjectively indiscriminable from other, hallucinatory experiences, which are about sense-data or mind-dependent entities. Representationalism agrees that perceptions and hallucinations share their most specific mental kind, but accounts for hallucinations as misrepresentations of the external world. According to Disjunctivism, the phenomenal character of perceptions is exhausted by worldly objects and features, and thus must be different from the phenomenal character of hallucinations. Disjunctivism claims that subjective indiscriminability is not the result of a common experiential ground, but is because of our inability to discriminate, from the inside, hallucinations from perceptions. At first sight, Representationalism is more congenial to the way cognitive science deals with perception. However, empirically oriented revisions of Disjunctivism could be developed and tested by giving a metacognitive account of hallucinations. Two versions of this account can be formulated, depending on whether metacognition is understood as explicit metarepresentation or as implicit monitoring of first-order informational states. The first version faces serious objections, but the second is more promising, as it embodies a more realistic view of perceptual phenomenology as having both sensory and affective aspects. Affect-based phenomenology is constituted by various metacognitive feelings, such as the feeling of being perceptually confronted with the world itself, rather than with pictures or mere representations. WIREs Cogn Sci 2012 doi: 10.1002/wcs.1190 For further resources related to this article, please visit the WIREs website. Copyright

  1. THE EFFECT OF METACOGNITIVE STRATEGY TRAINING AND RAISING EFL LEARNERS’ METACOGNITIVE KNOWLEDGE ON LISTENING PERFORMANCE

    Fatemeh Khonamri

    2015-07-01

    Full Text Available This study investigated the effect of metacognitive strategy training and the degree of metacognitive knowledge on EFL learners’ listening comprehension achievement. To this end and to complement the results of previous research, the participants were also involved in a self-rating process through engaging in log writing and completing a performance checklist. The participants were 40 female intermediate students studying English in a language institute in the north of Iran. Paired and Independent sample t-tests were used to compare the performance of the experimental group to that of the control group. Students’ listening logs and performance checklists were also investigated for finding traces of raised awareness and increased strategy use.  Results proved that strategy training and students’ degree of metacognitive knowledge affected their listening achievement. The results were enlightening in that students indicated greater tendency to become more strategic learners as a result of the training they received. An analysis of participants’ self- rating corroborated the attained results.

  2. Readers' Knowledge of Popular Genre

    Dixon, Peter; Bortolussi, Marisa

    2009-01-01

    This research examined readers' knowledge of popular genres. Participants wrote short essays on fantasy, science fiction, or romance. The similarities among the essays were measured using latent semantic analysis (LSA) and were then analyzed using multidimensional scaling and cluster analysis. The clusters and scales were interpreted by searching…

  3. The genre of everyday life

    Tzvetan Todorov

    2012-01-01

    Full Text Available The present essay shows the new genres of the seventeenth century Dutch painting (portrait, landscape and genre painting, viewed as painting of everyday life, as an alternative proposition to the historical painting then dominant in the academic categorization. What used to be marginal, peripheral and of secondary importance became the main motif in the majority of Dutch painting. Minor genres came to prominence and acquired autonomous status. The interest in the elements of everyday life could be traced in European art earlier but it was the seventeenth century Dutch artists that ultimately led “low” and realistic subject themes to come into their own commercially and artistically. Occasionally, even religious themes were presented as genre scenes, thus introducing to the presented images an air of ambivalence. In the works of Dutch painters, the uniqueness of high subject themes was opposed by pictures of everyday life and the repetitiveness of everyday domestic activities, not shunning, however, the allegorical potential contained in some of the depictions.

  4. Alternative Genres of IS Research

    Avital, Michel; Mathiassen, Lars; Crowston, Kevin

    2012-01-01

    The potential value of alternative genres in IS research is the core question that drives this panel discussion. The term “Alternative Genres” refers to unconventional forms of thinking, doing, and communicating scholarship and practice. It relates to innovation with respect to epistemological pe...

  5. Genre-Specific Semantic Video Indexing

    Wu, J.; Worring, M.

    2010-01-01

    In many applications, we find large video collections from different genres where the user is often only interested in one or two specific video genres. So, when users are querying the system with a specific semantic concept, they are likely aiming a genre specific instantiation of this concept.

  6. Genre Identification of Very Brief Musical Excerpts

    Mace, Sandra T.; Wagoner, Cynthia L.; Teachout, David J.; Hodges, Donald A.

    2012-01-01

    The purpose of this study was to examine how well individuals were able to identify different music genres from very brief excerpts and whether musical training, gender and preference played a role in genre identification. Listeners were asked to identify genre from classical, jazz, country, metal, and rap/hip hop excerpts that were 125, 250, 500,…

  7. BYLINA AS A LITERARY GENRE

    Olga V. Zakharova

    2015-11-01

    Full Text Available The bylina is a Russian epic song about the bogatyrs. Diff erent genre transformations of bylinas are known in folklore: prosaic narrations [pobyval’shchiny], bogatyr tales, legends about the bogatyrs, lubok tales about the feats of the bogatyrs and knights. In the early 19th  century, Russian literature was actively absorbing epic images and motives: the bogatyrs were turning into characters of novellas, literary tales, poems, novels, operas. Some poets and writers were attempting to develop the bylina as a literary genre. Their genre search was a  creative imitation of Th e Tale of Igor’s Campaign [“Slovo o polku Igoreve”] published in 1800 and in some cases of the Collection of Kirsha Danilov (1804. One of the first attempts was Gavrila R. Derzhavin’s work Dobrynya, Dramatic Musical Performance in Five Acts [“Dobrynya, teatral’noe predstavlenie s muzykoyu, v pyati deystviyakh”, 1804]. Glorifying the idea of the state, the poet composes a work where epic and literary characters act and the plot is derived not only from bylinas and tales, but also from chivalric novels. In Stepan S. Andreev’s poem Levsil, a Russian Bogatyr [“Levsil, russkiy bogatyr’”, 1807] the hero is not only a folkloric (epic and fabulous character, but also a literary one. Alexander F. Veltman’s novel Koshchei the Immortal. A Bylina of the Old Times [“Koshchey bessmertnyy. Bylina starogo vremeni”, 1833] was an ingenious genre experiment. The word ‘bylina’ was used in its title in  the literary genre meaning for the fi rst time ever. The genre of Easter novella Ilya Muromets. A Tale from the Rus’ of the Bogatyrs [“Il’ya Muromets. Skazka Rusi bogatyrskyi”, 1836] by Vladimir I. Dahl emerged from a complicated interaction of the tale, the bylina, the Old Russian novella and the hagiography. The literary transformations of folkloric genre stemmed from the authors’ imaginative need to create a national and historical myth

  8. A Metacognitive model of procrastination.

    Fernie, Bruce A; Bharucha, Zinnia; Nikčević, Ana V; Marino, Claudia; Spada, Marcantonio M

    2017-03-01

    procrastination refers to the delay or postponement of task or decision-making initiation or completion and is often conceptualised as a failure of self-regulation. Recent research has suggested that metacognitions play a role in procrastination and that unintentional procrastination (UP), as opposed to intentional procrastination (IP), may be the most problematic form of this behaviour. We aimed to test a metacognitive model of procrastination that was grounded in the Self-Regulatory Executive Function model. a convenience sample of 400 participants were recruited and completed (at least partially) a battery of online questionnaires that measured IP and UP, metacognitions about procrastination, depression, and Cognitive Attentional Syndrome (CAS) configurations. Initially, we tested series of hypotheses to establish the relationships between the experimental variables and to test whether CAS configurations would independently predict UP when controlling for age, depression, IP, metacognitions about procrastination, and whether an individual reported that they had been diagnosed with a psychiatric disorder. CAS configurations, depression, and metacognitions independently predicted UP. Additionally, path analysis revealed that the study data was an excellent fit to the proposed metacognitive model of procrastination. the study is cross-sectional. the metacognitive model of procrastination presented in this paper can be used to generate novel interventions to treat this problematic behaviour. Copyright © 2016 Elsevier B.V. All rights reserved.

  9. Perceived empathy of teachers and students’ metacognitive strategies

    Sladoje-Bošnjak Biljana M.

    2012-01-01

    Full Text Available The aim of this research was to establish correlation between perceived empathy of teachers and students’ metacognitive strategies. To obtain a more comprehensive picture of this correlation, the aim was expanded to prediction of students’ metacognitive strategies based on components of teachers’ empathy. Teachers’ empathy was examined through presence of six different components: suffering, positive sharing, crying, emotional attention, feeling for others and identification, which were assessed by attribution theory. Students were the ones who evaluated teachers’ empathy. The following metacognitive strategies were explored: awareness of one’s own cognitive functioning, planning one’s own cognitive functioning and monitoring one’s own cognitive functioning. The research was conducted in two primary schools in the area of East Sarajevo on the sample of seventh-, eighth- and ninth-grade students, which yielded a total of 665 students. The obtained results show that there is a correlation between all variables used to examine teachers’ empathy and all variables used to explore students’ metacognitive strategies. Teachers’ suffering, as one of the components of teachers’ empathy, figures as an important predictor of metacognitive strategies as criterion variables. When it comes to development of metacognitive strategies, students preferred a positive attitude of teachers towards them, based on cognitive and affective balance. Since empathy plays an important role in application of learning strategies and promoting positive behaviour such as interpersonal understanding, helping others and inhibition of anti-social behaviour, empathy skills training should become an integral part of teacher education programmes. [Projekat Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije obezbeđivanja kvaliteta bazičnog obrazovanja i vaspitanja

  10. Oral genres, argumentation and teaching

    Zilda G. O. Aquino

    2015-02-01

    Full Text Available This paper aims at dealing with issues related to language spoken in the classroom, focusing on discursive practices that highlight argumentation. We believe that the discussions that were made around genres, especially guided by the studies of Bakhtin and Text Linguistics, have been providing a breakthrough towards the necessity for the school to promote language teaching through the discursive genre approach. That is what we expect to be happening since both writing and spoken modalities deserve space in learning. We believe that oral genres demand that teachers acquire specific knowledge of the features of spoken language interaction that arise from its use in practical situations. Because these studies are recent among our researchers (not longer than three decades, they should still be very present in our discussions. In this paper, we focus on a specific genre of oral tradition – the debate. It is ideal for knowledge building and taking a stand at issues that arise in society, all of which is particularly important to the school. Besides contributing to the development of skills required by certain sociodiscursive practices, it is proposed that the teaching of argumentation in oral genres concentrate on the observation of selected strategies in interactions. We are particularly interested in interactions that emerge when one interaction party is trying to persuade the other. The corpus consists of the transcriptions of debates which occurred both in the classroom and in other contexts, such as the media. The methodological approach is done by identifying the arguments and their strategic use in specific situations. The theoretical discussion rests on the works of Orecchioni (2010, Marcuschi (2004, Dolz and Schneuwly (2004, Perelman and Olbrechts-Tyteca (1996 [1958], among others.

  11. Parents' Metacognitive Knowledge: Influences on Parent-Child Interactions in a Science Museum Setting

    Thomas, Gregory P.; Anderson, David

    2013-06-01

    Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents' and their children's metacognition in such settings is still in its infancy. This is despite an individual's metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents' metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children's thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings.

  12. Training in Metacognitive Strategies for Students' Vocabulary Improvement by Using Learning Journals (Entrenamiento de estrategias metacognitivas para mejorar vocabulario a través de diarios de aprendizaje)

    Diaz, Itala

    2015-01-01

    This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a…

  13. A Metacognitive Profile of Vocational High School Student’s Field Independent in Mathematical Problem Solving

    Nugraheni, L.; Budayasa, I. K.; Suwarsono, S. T.

    2018-01-01

    The study was designed to discover examine the profile of metacognition of vocational high school student of the Machine Technology program that had high ability and field independent cognitive style in mathematical problem solving. The design of this study was exploratory research with a qualitative approach. This research was conducted at the Machine Technology program of the vocational senior high school. The result revealed that the high-ability student with field independent cognitive style conducted metacognition practices well. That involved the three types of metacognition activities, consisting of planning, monitoring, and evaluating at metacognition level 2 or aware use, 3 or strategic use, 4 or reflective use in mathematical problem solving. The applicability of the metacognition practices conducted by the subject was never at metacognition level 1 or tacit use. This indicated that the participant were already aware, capable of choosing strategies, and able to reflect on their own thinking before, after, or during the process at the time of solving mathematical problems.That was very necessary for the vocational high school student of Machine Technology program.

  14. The Effects of Metacognitive Learning Strategy in Writing Enhancement of English Studen

    Nazli Tyfekci

    2017-12-01

    Full Text Available This study investigates the effectiveness of metacognitive learning strategy in writing enhancement of English language and literature students in Kosovo. The research examined students’ metacognitive knowledge and regulation about their priorities regarding drafting, planning, organizing, summarizing, composing, reviewing and later on evaluation. Divided into two phases to first measure their awareness towards metacognition, and then to evaluate their capability in composition through learning strategies, the results of the research suggest that, contrary to the traditional view, in Kosovo, that places its importance on the teacher and not the student, the experimental participants proved that by utilizing metacognitive learning strategy enhances their writing efficiency and effectiveness. Findings also suggest that students’ attitude towards new and modern learning strategies is potently positive and welcoming.

  15. The fashion blog as genre

    Engholm, Ida; Hansen-Hansen, Erik

    2013-01-01

    Fashion as a phenomenon cannot be understood indepen- dently of the visual images and designed presentations that convey the content and forms of fashion. With the breakthrough of the digital media in the 2000s we were introduced to new ways of communicating and staging fashion where the blog...... in particular has established a new media culture for the distribution and exchange of potential fashion-based self-presentation forms and resulted in new design strategies. In this article, the fashion blog is presented as a specific genre that is charac- terised by remediating existing genre forms and combin......- ing them into new formats, where amateur bricolage approaches are combined with the reproduction of fam- iliar features from the established fashion media. The article presents four types of fashion blogs, each represent- ing a specific design strategy for presenting and interact- ing with fashion...

  16. Pragmatics as metacognitive control

    Mikhail eKissine

    2016-01-01

    Full Text Available The term `pragmatics' is often used to refer without distinction, on the one hand, to the contextual selection of interpretation norms and, on the other hand, to the context-sensitive processes guided by these norms. Pragmatics in the first acception depends on language-independent contextual factors that can, but need not, involve Theory of Mind; in the second acception, pragmatics is a language-specific metacognitive process, which may unfold at an unconscious level without involving any mental state (meta-representation. Distinguishing between these two kinds of ways context drives the interpretation of communicative stimuli helps dissolve the dispute between proponents of an entirely Gricean pragmatics and those who claim that some pragmatic processes do not depend on mind-reading capacities. According to the model defended in this paper, the typology of pragmatic processes is not entirely determined by a hierarchy of meanings, but by the contextually set norms of interpretation.

  17. Pragmatics as Metacognitive Control.

    Kissine, Mikhail

    2015-01-01

    The term "pragmatics" is often used to refer without distinction, on one hand, to the contextual selection of interpretation norms and, on the other hand, to the context-sensitive processes guided by these norms. Pragmatics in the first acception depends on language-independent contextual factors that can, but need not, involve Theory of Mind; in the second acception, pragmatics is a language-specific metacognitive process, which may unfold at an unconscious level without involving any mental state (meta-)representation. Distinguishing between these two kinds of ways context drives the interpretation of communicative stimuli helps dissolve the dispute between proponents of an entirely Gricean pragmatics and those who claim that some pragmatic processes do not depend on mind-reading capacities. According to the model defended in this paper, the typology of pragmatic processes is not entirely determined by a hierarchy of meanings, but by contextually set norms of interpretation.

  18. Lessons learnt? The importance of metacognition and its implications for Cognitive Remediation in schizophrenia.

    Cella, Matteo; Reeder, Clare; Wykes, Til

    2015-01-01

    The cognitive problems experienced by people with schizophrenia not only impede recovery but also interfere with treatments designed to improve overall functioning. Hence there has been a proliferation of new therapies to treat cognitive problems with the hope that improvements will benefit future intervention and recovery outcomes. Cognitive remediation therapy (CR) that relies on intensive task practice can support basic cognitive functioning but there is little evidence on how these therapies lead to transfer to real life skills. However, there is increasing evidence that CR including elements of transfer training (e.g., strategy use and problem solving schemas) produce higher functional outcomes. It is hypothesized that these therapies achieve higher transfer by improving metacognition. People with schizophrenia have metacognitive problems; these include poor self-awareness and difficulties in planning for complex tasks. This paper reviews this evidence as well as research on why metacognition needs to be explicitly taught as part of cognitive treatments. The evidence is based on research on learning spanning from neuroscience to the field of education. Learning programmes, and CRT, may be able to achieve better outcomes if they explicitly teach metacognition including metacognitive knowledge (i.e., awareness of the cognitive requirements and approaches to tasks) and metacognitive regulation (i.e., cognitive control over the different task relevant cognitive requirements). These types of metacognition are essential for successful task performance, in particular, for controlling effort, accuracy and efficient strategy use. We consider metacognition vital for the transfer of therapeutic gains to everyday life tasks making it a therapy target that may yield greater gains compared to cognition alone for recovery interventions.

  19. Are there specific metacognitive processes associated with anxiety disorders in youth?

    Terri Landon Bacow

    2010-09-01

    Full Text Available Terri Landon Bacow1, Jill Ehrenreich May2, Leslie R Brody3, Donna B Pincus41Mount Sinai School of Medicine, New York City, NY, USA; 2Department of Psychology, University of Miami, FL, USA; 3Department of Psychology, 4Center for Anxiety and Related Disorders, Boston University, MA, USAAbstract: While Wells’ metacognitive model of generalized anxiety disorder (GAD posits that certain metacognitive processes, such as negative meta-worry (negative beliefs about worry, are more strongly associated with symptoms of GAD than other anxiety disorders in adults, research has yet to determine whether the same pattern is true for younger individuals. We examined the relationship between several metacognitive processes and anxiety disorder diagnostic status in a sample of 98 youth aged 7–17 years. Twenty youth with GAD were compared with similarly sized groups of youth with obsessive-compulsive disorder (OCD, n = 18, social phobia (SOC, n = 20, separation anxiety disorder (SAD, n = 20, and healthy controls who were not patients (NONP, n = 20 using a self-report measure of metacognition adapted for use with young people in this age range (Metacognitions Questionnaire for Children. Contrary to expectations, only one specific metacognitive process was significantly associated with an anxiety disorder diagnosis, in that the controls endorsed a greater degree of cognitive monitoring (self-reported awareness of one’s thoughts than those with SAD. In addition, there was a trend indicating that nonpatients scored higher than youth with GAD on this scale. These surprising results suggest potentially differing patterns in the relationships between symptoms and metacognitive awareness in anxious youth, depending on the type of anxiety disorder presentation.Keywords: metacognition, childhood, adolescence, anxiety, diagnosis

  20. Lessons learnt? The importance of metacognition and its implications for Cognitive Remediation in schizophrenia

    Matteo eCella

    2015-09-01

    Full Text Available The cognitive problems experienced by people with schizophrenia not only impede recovery but also interfere with treatments designed to improve overall functioning. Hence there has been a proliferation of new therapies to treat cognitive problems with the hope that improvements will benefit future intervention and recovery outcomes. Cognitive remediation therapy (CR that relies on intensive task practice can support basic cognitive functioning but there is little evidence on how these therapies lead to transfer to real life skills. However, there is increasing evidence that CR including elements of transfer training (e.g. strategy use and problem solving schemas produce higher functional outcomes. It is hypothesised that these therapies achieve higher transfer by improving metacognition. People with schizophrenia have metacognitive problems; these include poor self-awareness and difficulties in planning for complex tasks. This paper reviews this evidence as well as research on why metacognition needs to be explicitly taught as part of cognitive treatments. The evidence is based on research on learning spanning neuroscience to the field of education. Learning programmes, and CRT, may be able to achieve better outcomes if they explicitly teach metacognition including metacognitive knowledge (i.e. awareness of the cognitive requirements and approaches to tasks and metacognitive regulation (i.e. cognitive control over the different task relevant cognitive requirements. These types of metacognition are essential for successful task performance, in particular, for controlling effort, accuracy and efficient strategy use. We consider metacognition vital for the transfer of therapeutic gains to everyday life tasks making it a therapy target that may yield greater gains compared to cognition alone for recovery interventions.

  1. Narrative versus Style: Effect of Genre Typical Events versus Genre Typical Filmic Realizations on Film Viewers' Genre Recognition

    Visch, V.; Tan, E.

    2008-01-01

    This study investigated whether film viewers recognize four basic genres (comic, drama, action and nonfiction) on the basis of genre-typical event cues or of genretypical filmic realization cues of events. Event cues are similar to the narrative content of a film sequence, while filmic realization cues are similar to stylistic surface cues of a film sequence. It was predicted that genre recognition of short film fragments is cued more by filmic realization cues than by event cues. The results...

  2. Final Summary: Genre Theory in Information Studies

    Andersen, Jack

    2015-01-01

    Purpose This chapter offers a re-description of knowledge organization in light of genre and activity theory. Knowledge organization needs a new description in order to account for those activities and practices constituting and causing concrete knowledge organization activity. Genre and activity...... informing and shaping concrete forms of knowledge organization activity. With this, we are able to understand how knowledge organization activity also contributes to construct genre and activity systems and not only aid them....

  3. College Course File: Studies in Genre--Horror.

    Olson, Scott R.

    1996-01-01

    States that a Studies in Genre course essentially explores genre theory with the "hook" of a particular popular genre (in this case, horror) that serves as case study and exemplar for more general theories of genre. Describes the course's modular design so it can be expanded into other genres as time passes. Discusses each unit's…

  4. Two Systems for Automatic Music Genre Recognition

    Sturm, Bob L.

    2012-01-01

    We re-implement and test two state-of-the-art systems for automatic music genre classification; but unlike past works in this area, we look closer than ever before at their behavior. First, we look at specific instances where each system consistently applies the same wrong label across multiple...... trials of cross-validation. Second, we test the robustness of each system to spectral equalization. Finally, we test how well human subjects recognize the genres of music excerpts composed by each system to be highly genre representative. Our results suggest that neither high-performing system has...... a capacity to recognize music genre....

  5. Klasifikasi Lagu Berdasarkan Genre pada Format WAV

    Nurmiyati Tamatjita

    2014-07-01

    Abstract             Music genre is getting complex from time to time. As the size of digital media grows along with amount of data, manual search of digital audio files according to its genre is considered impractical and inefficient; therefore a classification mechanism is needed to improve searching.             Zero Crossing Rate (ZCR, Average Energy (E and Silent Ratio (SR are a few of features that can be extracted from digital audio files to classify its genre. This research conducted to classify digital audio (songs into 12 genres: Ballad, Blues, Classic, Harmony, Hip Hop, Jazz, Keroncong, Latin, Pop, Electronic, Reggae and Rock using above mentioned features, extracted from WAV audio files. Classification is performed several times using selected 3, 6, 9 and 12 genres respectively.             The result shows that classification of 3 music genres (Ballad, Blues, Classic has the highest accuracy (96.67%, followed by 6 genres (Ballad, Blues, Classic, Harmony, Hip Hop, Jazz with 70%, and 9 genres (Ballad, Blues, Classic, Harmony, Hip Hop, Jazz, Keroncong, Latin, Pop with 53.33% accuracy. Classification of all 12 music genres yields the lowest accuracy of 33.33%.    Keywords— Zero Crossing Rate (ZCR, Average Energy (E, Silent Ratio (SR, Euclidean Distance

  6. Predicting film genres with implicit ideals

    Andrew McGregor Olney

    2013-01-01

    Full Text Available We present a new approach to defining film genre based on implicit ideals. When viewers rate the likability of a film, they indirectly express their ideal of what a film should be. Across six studies we investigate the category structure that emerges from likability ratings and the category structure that emerges from the features of film. We further compare these data-driven category structures with human annotated film genres. We conclude that film genres are structured more around ideals than around features of film. This finding lends experimental support to the notion that film genres are set of shifting, fuzzy, and highly contextualized psychological categories.

  7. Predicting film genres with implicit ideals.

    Olney, Andrew McGregor

    2012-01-01

    We present a new approach to defining film genre based on implicit ideals. When viewers rate the likability of a film, they indirectly express their ideal of what a film should be. Across six studies we investigate the category structure that emerges from likability ratings and the category structure that emerges from the features of film. We further compare these data-driven category structures with human annotated film genres. We conclude that film genres are structured more around ideals than around features of film. This finding lends experimental support to the notion that film genres are set of shifting, fuzzy, and highly contextualized psychological categories.

  8. The Instructional Text like a Textual Genre

    Adiane Fogali Marinello

    2011-07-01

    Full Text Available This article analyses the instructional text as a textual genre and is part of the research called Reading and text production from the textual genre perspective, done at Universidade de Caxias do Sul, Campus Universitário da Região dos Vinhedos. Firstly, some theoretical assumptions about textual genre are presented, then, the instructional text is characterized. After that an instructional text is analyzed and, finally, some activities related to reading and writing of the mentioned genre directed to High School and University students are suggested.

  9. An Investigation of the Relationships among 11th Grade Students' Attitudes toward Chemistry, Metacognition and Chemistry Achievement

    KINGIR, Sevgi; AYDEMİR, Nurdane

    2012-01-01

    The purpose of this study was to investigate the relationships among 11th grade students' metacognition, chemistry achievement and attitudes toward chemistry. A total of 81 high school students at 11th grade participated in this study. Data were collected using Metacognitive Awareness Inventory and Attitude Scale toward Chemistry at the end of the second half of the academic year 2010â€"2011. Students' report card mean scores in chemistry course for that academic year were used as an ind...

  10. An Investigation of the Relationships among 11th Grade Students' Attitudes toward Chemistry, Metacognition and Chemistry Achievement

    KINGIR, Sevgi; AYDEMİR, Nurdane

    2014-01-01

    The purpose of this study was to investigate the relationships among 11th grade students' metacognition, chemistry achievement and attitudes toward chemistry. A total of 81 high school students at 11th grade participated in this study. Data were collected using Metacognitive Awareness Inventory and Attitude Scale toward Chemistry at the end of the second half of the academic year 2010â€"2011. Students' report card mean scores in chemistry course for that academic year were ...

  11. Narrative versus Style : Effect of Genre Typical Events versus Genre Typical Filmic Realizations on Film Viewers' Genre Recognition

    Visch, V.; Tan, E.

    2008-01-01

    This study investigated whether film viewers recognize four basic genres (comic, drama, action and nonfiction) on the basis of genre-typical event cues or of genretypical filmic realization cues of events. Event cues are similar to the narrative content of a film sequence, while filmic realization

  12. From 'essay' to 'personal text': The role of genre in Norwegian EFL exam papers 1996-2011

    Sigrid Ørevik

    2012-12-01

    Full Text Available Introduction This article investigates developments in the use of genre in Norwegian EFL exam papers for first year upper secondary school during the time period from 1996 to 2011, describing genres rendered in texts for reception (attached text material and texts for production (task options in the main exam assignment in the two curriculum periods Reform 94 and the Knowledge Promotion of 2006. Genre-related patterns are identified and compared, and the aspect of multimodality in texts for reception and production in EFL exams is discussed. Material and method Sixteen exam papers from 1996 to 2011 constitute the corpus material of the study. Genres rendered in attached text material are categorized, as well as specified and inferred genre instructions in the chief assignment for text production. The study employs a mixed method combining quantitative and qualitative analyses. Findings The results show significant changes in genres rendered in texts for reception. A few computer-generated genres are observed in the last curriculum period; but no increase in multimodal texts from R94 to LK06 is observed. The range of genres for production remains largely unchanged through the period of investigation, although the distribution among the genres changes. Moreover, genre instructions in text assignments are, to a certain extent, unclear or mixed in both curriculum periods, although more so in R94 than in LK06. Discussion and conclusion Based on these findings the article suggests further investigation and debate concerning genre awareness connected to EFL exams, among education authorities as well as among teachers and students of English.

  13. Metacognitive components in smart learning environment

    Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

    2018-03-01

    Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

  14. Cultural Artifacts as Scaffolds for Genre Development.

    Kamberelis, George; Bovino, Thomas D.

    1999-01-01

    Shows that children in the primary grades possessed considerable working knowledge of the cultural conventions of narrative genres but much less working knowledge of the cultural conventions of informational genres. Reveals grade-related developmental differences for some dimensions of linguistic and textual organization. Shows that cultural…

  15. Efficient genre-specific semantic video indexing

    Wu, J.; Worring, M.

    2012-01-01

    Large video collections such as YouTube contain many different video genres, while in many applications the user might be interested in one or two specific video genres only. Thus, when users are querying the system with a specific semantic concept like AnchorPerson, and MovieStars, they are likely

  16. The Genre of Syllabus in Higher Education

    Afros, Elena; Schryer, Catherine F.

    2009-01-01

    This article examines the genre of syllabus in higher education. In particular, it focuses on the intertextuality and interdiscursivity of paper-based and web-mediated syllabi and the ways they are used to promote links between various academic--classroom and research--genres and discourse communities. The corpus consists of ten syllabi with…

  17. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course†

    Dang, Nathan V.; Chiang, Jacob C.; Brown, Heather M.

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students’ perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students’ MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students. PMID:29904551

  18. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

    Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

  19. Evaluating reading and metacognitive deficits in children and adolescents with attention deficit hyperactivity disorder.

    Alvarado, Jesús Ma; Puente, Aníbal; Jiménez, Virginia; Arrebillaga, Lorena

    2011-05-01

    The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests o reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from readin comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehensio was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

  20. Music Genre Classification Systems - A Computational Approach

    Ahrendt, Peter

    2006-01-01

    Automatic music genre classification is the classification of a piece of music into its corresponding genre (such as jazz or rock) by a computer. It is considered to be a cornerstone of the research area Music Information Retrieval (MIR) and closely linked to the other areas in MIR. It is thought...... that MIR will be a key element in the processing, searching and retrieval of digital music in the near future. This dissertation is concerned with music genre classification systems and in particular systems which use the raw audio signal as input to estimate the corresponding genre. This is in contrast...... to systems which use e.g. a symbolic representation or textual information about the music. The approach to music genre classification systems has here been system-oriented. In other words, all the different aspects of the systems have been considered and it is emphasized that the systems should...

  1. Elementary Students' Metacognitive Processes and Post-Performance Calibration on Mathematical Problem-Solving Tasks

    García, Trinidad; Rodríguez, Celestino; González-Castro, Paloma; González-Pienda, Julio Antonio; Torrance, Mark

    2016-01-01

    Calibration, or the correspondence between perceived performance and actual performance, is linked to students' metacognitive and self-regulatory skills. Making students more aware of the quality of their performance is important in elementary school settings, and more so when math problems are involved. However, many students seem to be poorly…

  2. 'Academic literacies approaches to genre'?

    Brian Street

    Full Text Available I provide an overview of approaches to writing referred to as 'academic literacies' building on broader traditions, such as New Literacy Studies, and I draw out the relevance of such traditions for the ways in which lecturers provide support to their students with regard to the writing requirements of the University. I offer three case studies of the application of academic literacies approaches to programmes concerned with supporting student writing, in the UK and the USA. I briefly conclude by asking how far these accounts and this work can be seen to bring together many of the themes raised at SIGET conferences - including academic literacies and its relation to genre theories - and express the hope that it opens up trajectories for future research and collaboration of the kind they were founded to develop.

  3. Automatic Genre Classification of Musical Signals

    Barbedo, Jayme Garcia sArnal; Lopes, Amauri

    2006-12-01

    We present a strategy to perform automatic genre classification of musical signals. The technique divides the signals into 21.3 milliseconds frames, from which 4 features are extracted. The values of each feature are treated over 1-second analysis segments. Some statistical results of the features along each analysis segment are used to determine a vector of summary features that characterizes the respective segment. Next, a classification procedure uses those vectors to differentiate between genres. The classification procedure has two main characteristics: (1) a very wide and deep taxonomy, which allows a very meticulous comparison between different genres, and (2) a wide pairwise comparison of genres, which allows emphasizing the differences between each pair of genres. The procedure points out the genre that best fits the characteristics of each segment. The final classification of the signal is given by the genre that appears more times along all signal segments. The approach has shown very good accuracy even for the lowest layers of the hierarchical structure.

  4. Facilitating vocabulary learning through metacognitive strategy training and learning journals

    Carmen Luz Trujillo Becerra

    2015-10-01

    Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima.  The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines.  Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

  5. Alternative Genres in Information Systems Research

    Avital, Michel; Mathiassen, Lars; Schultze, Ulrike

    2017-01-01

    discuss thenature of the academic article genre and the role of alternative ways of writing.We also introduce the six exemplars of alternative genres in the special issue,namely conversation, French new novel, meditation, memoir, allegory, andcrowdsourced research. We highlight key insights....... Furthermore, we wishto encourage Information Systems (IS) scholars to leverage a wider array ofalternative genres to present their research in order to develop new insights onsubject matters of interest to the IS discipline, as well as expand on howcontemporary and emergent phenomena of interest are conceived...... and contemplate theirimplications for current and future IS research....

  6. Genre, technology and embodied interaction: The evolution of digital game genres and motion gaming

    Andreas Gregersen

    2011-11-01

    Full Text Available Technology has been given relatively little attention in genre theory, but this article argues that material technologies can be important components in genre development. The argument is based on a historically informed analysis of digital games, with special attention paid to home console video games and recent genre developments within this domain commonly referred to as motion gaming. The main point is that digital game genres imply structured embodied activity. A constitutive element of digital game mediation is a control interface geared to player embodiment, and I propose the concept of ‘interaction modes’ to describe the coupling of technology and player embodiment and show how this can be integrated with genre theory. The resulting framework allows for increased attention to continuity and change in game and communication genres, material and digital technologies, and the related interaction modes.

  7. Construct Validation of the Physics Metacognition Inventory

    Taasoobshirazi, Gita; Farley, John

    2013-02-01

    The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. An exploratory factor analysis provided evidence of construct validity, revealing six components of students' metacognition when solving physics problems including: knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. Although women and men differed on the components, they had equivalent overall metacognition for problem solving. The implications of these findings for future research are discussed.

  8. Oral genres of humor : On the dialectic of genre knowledge and creative authoring

    Kotthoff, Helga

    2006-01-01

    The article discusses humorous conversational activities (e.g. jokes, teasing, joint fantasizing) in the context of genre theory. The high degree of creativity, emergent construction and artistry typical of humor call for a flexible concept of genre which makes sense of modifications and transgressions in communicative processes. Some forms of conversational humor are generic, for example, standardized jokes, joint fantasizing or teasing. Other forms exploit our knowledge of serious genres an...

  9. Video genre classification using multimodal features

    Jin, Sung Ho; Bae, Tae Meon; Choo, Jin Ho; Ro, Yong Man

    2003-12-01

    We propose a video genre classification method using multimodal features. The proposed method is applied for the preprocessing of automatic video summarization or the retrieval and classification of broadcasting video contents. Through a statistical analysis of low-level and middle-level audio-visual features in video, the proposed method can achieve good performance in classifying several broadcasting genres such as cartoon, drama, music video, news, and sports. In this paper, we adopt MPEG-7 audio-visual descriptors as multimodal features of video contents and evaluate the performance of the classification by feeding the features into a decision tree-based classifier which is trained by CART. The experimental results show that the proposed method can recognize several broadcasting video genres with a high accuracy and the classification performance with multimodal features is superior to the one with unimodal features in the genre classification.

  10. TED Talks as an Emergent Genre

    Ludewig, Julia

    2017-01-01

    In her article "TED Talks as an Emergent Genre" Julia Ludewig analyzes TED talks—short, informational, and entertaining presentations that are given during TED conferences in North America and abroad—as a hybrid and emerging genre. Based on a qualitative interpretation of 14 such talks, she offers a list of recurring thematic, argumentative, and rhetorical features, which she aligns with three parent genres—the sales pitch, the memoir, and the academic lecture. Comparing recent versions of TE...

  11. Blockbuster genres in Danish independent film

    Hansen, Kim Toft

    market dominance. They respond, instead, by delving directly into international blockbuster genres and styles in the search for something missing in Danish cinema. This works, principally, by directly reacting against the institutional and economic dominance and protectionism of primarily The Danish Film...... Institute. Indirectly, the filmmakers seem to react against ‘what is allowed’ in Danish film culture. Therefore, they actually define themselves as being non-mainstream by focussing on international mainstream genres....

  12. How Musical Instrumentation Affects Perceptual Identification of Musical Genres

    Brene, Sofia; Thome, Carl

    2014-01-01

    A listening experiment was conducted to investigate which musical instruments are the most important for defining certain musical genres. 66 participants genre classified a series of audio samples, with the same songs recurring both with full instrumentation and partial instrumentation. The report used the collected genre classifications to clarify therelationship between certain musical genres and song instrumentation. A numericalanalysis of the classifications, in the context of genre tradi...

  13. Everyday Multitasking Abilities in Older HIV+ Adults: Neurobehavioral Correlates and the Mediating Role of Metacognition.

    Fazeli, P L; Casaletto, K B; Woods, S P; Umlauf, A; Scott, J C; Moore, D J

    2017-12-01

    The prevalence of older adults living with HIV is rising, as is their risk for everyday functioning problems associated with neurocognitive dysfunction. Multitasking, the ability to maintain and carry out subgoals in support of a larger goal, is a multidimensional skill ubiquitous during most real-life tasks and associated with prefrontal networks that are vulnerable in HIV. Understanding factors associated with multitasking will improve characterization of HIV-associated neurocognitive disorders. Metacognition is also associated with frontal systems, is impaired among individuals with HIV, and may contribute to multitasking. Ninety-nine older (≥50 years) adults with HIV completed: the Everyday Multitasking Test (MT), a performance-based measure during which participants concurrently attempt four everyday tasks (e.g., medication management) within a time limit; a comprehensive neuropsychological battery; measures of metacognition regarding their MT performance (e.g., metacognitive knowledge and online awareness). Better global neuropsychological performance (i.e., average T-score across all domains) was associated with better Everyday MT total scores (rho = 0.34; p multitasking, and metacognition of task performance was a pathway through which successful multitasking occurred. Interventions aimed at modifying metacognition to improve daily functioning may be warranted among older adults with HIV. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  14. Analysis of mathematical problem-solving ability based on metacognition on problem-based learning

    Mulyono; Hadiyanti, R.

    2018-03-01

    Problem-solving is the primary purpose of the mathematics curriculum. Problem-solving abilities influenced beliefs and metacognition. Metacognition as superordinate capabilities can direct, regulate cognition and motivation and then problem-solving processes. This study aims to (1) test and analyzes the quality of problem-based learning and (2) investigate the problem-solving capabilities based on metacognition. This research uses mixed method study with The subject research are class XI students of Mathematics and Science at High School Kesatrian 2 Semarang which divided into tacit use, aware use, strategic use and reflective use level. The collecting data using scale, interviews, and tests. The data processed with the proportion of test, t-test, and paired samples t-test. The result shows that the students with levels tacit use were able to complete the whole matter given, but do not understand what and why a strategy is used. Students with aware use level were able to solve the problem, be able to build new knowledge through problem-solving to the indicators, understand the problem, determine the strategies used, although not right. Students on the Strategic ladder Use can be applied and adopt a wide variety of appropriate strategies to solve the issues and achieved re-examine indicators of process and outcome. The student with reflective use level is not found in this study. Based on the results suggested that study about the identification of metacognition in problem-solving so that the characteristics of each level of metacognition more clearly in a more significant sampling. Teachers need to know in depth about the student metacognitive activity and its relationship with mathematical problem solving and another problem resolution.

  15. Scaffolding of Small Groups' Metacognitive Activities with an Avatar

    Molenaar, Inge; Chiu, Ming Ming; Sleegers, Peter; van Boxtel, Carla

    2011-01-01

    Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships between different avatar scaffolds on students' learning. Multivariate, multilevel analysis of the…

  16. Metacognition and executive functioning in Elementary School

    Trinidad García

    Full Text Available This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years with different levels of metacognitive knowledge (high n = 50, low n = 64. Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existence of an association between different levels of metacognitive knowledge, and differences in metacognitive skills and executive functions, and suggest the need to emphasize this set of variables in order to encourage students to acquire increasing levels of control over their learning process.

  17. EDUCATION PROCESS VISUALIZATION IN METACOGNITION DEVELOPMENT AND SUSTAINABILITY

    Elena Aleksandrovna Makarova

    2017-12-01

    Full Text Available The article reflects on the role of visualization in education. Modern society is characterized by rapid growth of information that people have to process in order to maintain progress and sustainability in science and development of education. The amount of information is growing so quickly that a person is no longer able to perceive actual data about the outside world and process it using traditional methods. The basis of the “image of the world” contains not only concepts, but the semantic images created with the help of visual thinking. In our study we assume that students are quite limited in their knowledge about cognitive phenomena or in their meta-cognition and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. But we also assume that every student is potentially capable of meta-cognition, which is thinking of how better to perform cognitive actions and to be aware of how to learn. Developing meta-cognitive awareness is important because it helps learners become more efficacious and more autonomous. For many of them it can be identified as the most effective way of acquiring knowledge. Visualizing the very process of learning can help see how well it is going. Schema theory offers different ways of using schemas, especially in education. So far, there have been researches on schema as a tool for particular skills such as better comprehension, memorizing and retrieval of the knowledge received. It means students can use schemas to better understand the process of learning and skills acquired.

  18. Metacognition and Reading: Comparing Three Forms of Metacognition in Normally Developing Readers and Readers with Dyslexia.

    Furnes, Bjarte; Norman, Elisabeth

    2015-08-01

    Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations. 2015 The Authors. Dyslexia Published by John Wiley & Sons Ltd.

  19. Writing business research article abstracts: A genre approach

    Carmen Piqué-Noguera

    2012-10-01

    Full Text Available A great deal has been published about oral and written genres in business (e.g., letters, research articles, oral presentations, etc., and less attention has been paid to business research article abstracts as a written genre, as many experts would argue. This research intends to raise rhetorical awareness about the role of abstracts in today’s academic world. To this effect, the abstracts of two official publications of the Association of Business Communication, Journal of Business Communication and Business Communication Quarterly, have been analyzed and compared in terms of structure and content according to models published in the specialized literature. The results show an irregular and inconsistent presentation of abstracts, a good number of them following no set pattern and thus lacking in important information for researchers. These findings suggest, first of all, that abstracts have a specific mission to fulfil and should not be disregarded; and, secondly, that journal guidelines for authors should be more explicit in their instructions on how to write and structure abstracts.

  20. Supporting metacognitive development in early science education: Exploring elementary teachers' beliefs and practices in metacognition

    Braund, Heather Leigh-Anne

    Metacognition is the understanding and control of cognitive processes. Students with high levels of metacognition achieve greater academic success. The purpose of this mixed-methods study was to examine elementary teachers' beliefs about metacognition and integration of metacognitive practices in science. Forty-four teachers were recruited through professional networks to complete a questionnaire containing open-ended questions (n = 44) and Likert-type items (n = 41). Five respondents were selected to complete semi-structured interviews informed by the questionnaire. The selected interview participants had a minimum of three years teaching experience and demonstrated a conceptual understanding of metacognition. Statistical tests (Pearson correlation, t-tests, and multiple regression) on quantitative data and thematic analysis of qualitative data indicated that teachers largely understood metacognition but had some gaps in their understanding. Participants' reported actions (teaching practices) and beliefs differed according to their years of experience but not gender. Hierarchical multiple regression demonstrated that the first block of gender and experience was not a significant predictor of teachers' metacognitive actions, although experience was a significant predictor by itself. Experience was not a significant predictor once teachers' beliefs were added. The majority of participants indicated that metacognition was indeed appropriate for elementary students. Participants consistently reiterated that students' metacognition developed with practice, but required explicit instruction. A lack of consensus remained around the domain specificity of metacognition. More specifically, the majority of questionnaire respondents indicated that metacognitive strategies could not be used across subject domains, whereas all interviewees indicated that they used strategies across subjects. Metacognition was integrated frequently into Ontario elementary classrooms; however

  1. Emotional Sentence Annotation Helps Predict Fiction Genre.

    Spyridon Samothrakis

    Full Text Available Fiction, a prime form of entertainment, has evolved into multiple genres which one can broadly attribute to different forms of stories. In this paper, we examine the hypothesis that works of fiction can be characterised by the emotions they portray. To investigate this hypothesis, we use the work of fictions in the Project Gutenberg and we attribute basic emotional content to each individual sentence using Ekman's model. A time-smoothed version of the emotional content for each basic emotion is used to train extremely randomized trees. We show through 10-fold Cross-Validation that the emotional content of each work of fiction can help identify each genre with significantly higher probability than random. We also show that the most important differentiator between genre novels is fear.

  2. Emotional Sentence Annotation Helps Predict Fiction Genre

    Samothrakis, Spyridon; Fasli, Maria

    2015-01-01

    Fiction, a prime form of entertainment, has evolved into multiple genres which one can broadly attribute to different forms of stories. In this paper, we examine the hypothesis that works of fiction can be characterised by the emotions they portray. To investigate this hypothesis, we use the work of fictions in the Project Gutenberg and we attribute basic emotional content to each individual sentence using Ekman’s model. A time-smoothed version of the emotional content for each basic emotion is used to train extremely randomized trees. We show through 10-fold Cross-Validation that the emotional content of each work of fiction can help identify each genre with significantly higher probability than random. We also show that the most important differentiator between genre novels is fear. PMID:26524352

  3. Blockbuster genres in Danish independent film

    Hansen, Kim Toft

    2013-01-01

    is a certain reluctance towards supporting specific international blockbuster genres such as horror, the gangster drama and action film. Throughout the past decade, Danish independent cinema – motivated by for instance the alternative film school Super16 and self-governing film-milieus around Denmark – has...... genres and styles in the search for what is missing in Danish cinema. This works for some directors, principally, by directly reacting against the institutional and economic dominance and protectionism of primarily The Danish Film Institute. Indirectly, the some of the filmmakers seem to react against...... ‘what is allowed’ in Danish film culture. Thus, they actually define themselves as being non-mainstream by focussing on international mainstream genres. By way of examples from the Danish indie scene and interviews with noteworthy indie filmmakers, this article draws attention to a still fairly...

  4. Køn og genre i TAXA

    Pedersen, Vibeke

    1998-01-01

    SUMMARY: Gender and Genre in “Taxa”: Sensitive Masculinity and Mothers on Trial The article looks at the new Danish prime-time soap opera “Taxa”, asking why a usually devaluated women’s genre as the soap opera has succeeded in addressing the entire family in prime time on Sunday evening. The serial...... is discussed in the light of Christine Gledhill’s statement that in the new prime-time soap “melodrama and realism, women’s and men’s culture, intersect (...) in a particularly productive way”. I conclude that while it it true that the male characters in “Taxa” are multi-dimensional personalities, women...... in this Danish soap opera are not only almost absent as writers and directors, but the female figures are also highly mythologized. Thus the costs of the soap genre going mainstream are marginalization and trivialization of women....

  5. Emotional Sentence Annotation Helps Predict Fiction Genre.

    Samothrakis, Spyridon; Fasli, Maria

    2015-01-01

    Fiction, a prime form of entertainment, has evolved into multiple genres which one can broadly attribute to different forms of stories. In this paper, we examine the hypothesis that works of fiction can be characterised by the emotions they portray. To investigate this hypothesis, we use the work of fictions in the Project Gutenberg and we attribute basic emotional content to each individual sentence using Ekman's model. A time-smoothed version of the emotional content for each basic emotion is used to train extremely randomized trees. We show through 10-fold Cross-Validation that the emotional content of each work of fiction can help identify each genre with significantly higher probability than random. We also show that the most important differentiator between genre novels is fear.

  6. Metacognitive Model of Obsessive Compulsive Disorder

    Mehmet Zihni Sungur

    2012-09-01

    Full Text Available Several authors have suggested that not only appraisal of significance of external events and signals from the body, but also appraisal of the personal significance of thoughts are important, and emphasized the conceptual limitations of the schema approach in cognitive model and developed the integrative information processing model of emotional disorders. According to this approach, the assessment of the meaning of thought, rather than thought itself is more important in the development and maintenance of the psychopathology. In the metacognitive model of obsessive compulsive disorder, three types of metacognitive beliefs are emphasized. These are; thought-action fusion (thought-action, thought-event, thought-object, metacognitive beliefs on performing the rituals and metacognitive beliefs on the warning to stop to terminate the rituals. According to the model, targeting directly to change in metacognitive beliefs will increase success in therapy. In this article, the concept of metacognition in emotional disorders, the metacognitive model of obsessive compulsive disorder and the advances that the model introduced in conceptualization and treatment of obsessive compulsive disorder have been discussed.

  7. Temporal feature integration for music genre classification

    Meng, Anders; Ahrendt, Peter; Larsen, Jan

    2007-01-01

    , but they capture neither the temporal dynamics nor dependencies among the individual feature dimensions. Here, a multivariate autoregressive feature model is proposed to solve this problem for music genre classification. This model gives two different feature sets, the diagonal autoregressive (DAR......) and multivariate autoregressive (MAR) features which are compared against the baseline mean-variance as well as two other temporal feature integration techniques. Reproducibility in performance ranking of temporal feature integration methods were demonstrated using two data sets with five and eleven music genres...

  8. Metacognition as a Mediating Variable Between Neurocognition and Functional Outcome in First Episode Psychosis.

    Davies, Geoff; Fowler, David; Greenwood, Kathryn

    2017-07-01

    Neurocognitive and functional outcome deficits have long been acknowledged in schizophrenia and neurocognition has been found to account for functional disability to a greater extent than psychopathology. Much of the variance in functional outcome however still remains unexplained and metacognition may mediate the relationship between neurocognition, functional capacity, and self-reported social and occupational function. Eighty first episode psychosis participants were recruited and completed measures of neurocognition (memory, executive function, and intelligence quotient), metacognition (Beck Cognitive Insight Scale, Metacognitive Awareness Interview), psychopathology (PANSS), and both functional capacity (UPSA) and real-life social and occupational function (The Time Use Survey). Path analyses investigated the relationships between variables through structural equation modeling. A series of path models demonstrated that metacognition partially mediates the relationship between neurocognition and functional capacity, and fully mediates the relationship between functional capacity and social and occupational function. The present study findings identify that metacognition may be critical to translating cognitive and functional skills into real-world contexts, and this relationship is found at early stages of illness. Understanding how individuals translate cognitive and functional skills into the real-world (the competence-performance gap) may offer valuable guidance to intervention programs. This finding is important to models of recovery as it suggests that intervention programs that focus on enhancing metacognition abilities may have a greater impact than traditional rehabilitation programs focusing on cognitive abilities, on social and occupational outcomes. © The Author 2016. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com

  9. Components of metacognition and metacognitive properties of forecasting as determinants of supra-situational pedagogical thinking

    Kashapov, Mergalуаs M.; Serafimovich, Irina V.; Poshekhonova, Yulia V.

    2017-01-01

    This article describes the functions of metacognition and the role of these functions in professional pedagogical thinking (PPT): the discovery of the emergence of a problemacy, the organization of cognition processes, and the management of the comprehension and resolution of the problem situation. Thinking is related to the metacognitive activity of a subject. Components and strategies of metacognition are included in the PPT process and define (by means of conscious or unconscious regulatio...

  10. Learner autonomy, self regulation and metacognition

    Feryal Çubukcu

    2009-10-01

    Full Text Available Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989 study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005 focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007 examine students’ self regulated learning strategies whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989 believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self regulation, metacognition and autonomy.

  11. American Film Genre Program: The Movies in Our Lives

    Mallery, David

    1976-01-01

    The American Film Genre Program helps students get into exploring the genre film as experience in examples of work that reflects the art of the film at a powerful and imagination-kindling level. (Author/RK)

  12. Achievement goals affect metacognitive judgments

    Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

    2017-01-01

    The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

  13. Spontaneous Metacognition in Rhesus Monkeys.

    Rosati, Alexandra G; Santos, Laurie R

    2016-09-01

    Metacognition is the ability to think about thinking. Although monitoring and controlling one's knowledge is a key feature of human cognition, its evolutionary origins are debated. In the current study, we examined whether rhesus monkeys (Macaca mulatta; N = 120) could make metacognitive inferences in a one-shot decision. Each monkey experienced one of four conditions, observing a human appearing to hide a food reward in an apparatus consisting of either one or two tubes. The monkeys tended to search the correct location when they observed this baiting event, but engaged in information seeking-by peering into a center location where they could check both potential hiding spots-if their view had been occluded and information seeking was possible. The monkeys only occasionally approached the center when information seeking was not possible. These results show that monkeys spontaneously use information about their own knowledge states to solve naturalistic foraging problems, and thus provide the first evidence that nonhumans exhibit information-seeking responses in situations with which they have no prior experience. © The Author(s) 2016.

  14. Music genre recognition with risk and rejection

    Sturm, Bob L.

    2013-01-01

    We explore risk and rejection for music genre recognition (MGR) within the minimum risk framework of Bayesian classification. In this way, we attempt to give an MGR system knowledge that some misclassifications are worse than others, and that deferring classification to an expert may be a better...

  15. Stepping into Science Fiction: Understanding the Genre

    Barone, Diane; Barone, Rebecca

    2014-01-01

    This manuscript focuses on fifth graders' understanding of science fiction. It is argued that it is necessary for students to understand both reading strategies and the key elements of a genre for comprehension. Students read "The Giver" within literature circles and conversation and written responses about the book were used for…

  16. On music genre classification via compressive sampling

    Sturm, Bob L.

    2013-01-01

    Recent work \\cite{Chang2010} combines low-level acoustic features and random projection (referred to as ``compressed sensing'' in \\cite{Chang2010}) to create a music genre classification system showing an accuracy among the highest reported for a benchmark dataset. This not only contradicts previ...

  17. Instant Messaging: A Written or an Oral Genre?

    Majidi, Mojdeh

    2005-01-01

    This study aims to investigate Instant Messaging from the new rhetorical genre perspective. Considering IM as a primary genre (Bakhtin, 1986) I intend to examine its social motive and social and textual features. Also, using Vygotsky's (1978, 1986) concept of situated learning, I will explain how IM users learn the genre to communicate through it.…

  18. "Emotions-Only" versus "Special People": Genre in fan discourse

    Louisa Ellen Stein

    2008-09-01

    Full Text Available This essay looks at genre as a complex set of discursive threads running unevenly through production, TV text, and fan reception. Through a case study of the reception of fan favorite Roswell, this essay interrogates the role of genre in spectatorship. In its mixing of teen and science fiction elements, Roswell trod upon contested generic spaces, eliciting strong reaction from its viewers. Connections between genre and gender came to the fore, as producer commentary linked science fiction with male audiences and teen romance with female audiences. Fans responded with analyses that greatly complicated and at times overtly rejected industrial suppositions regarding the gendered work of genre. Through these fan conversations, we can witness the complexity of genre as discursive thread moving through not only TV texts but also multivariant fan responses. I intend this essay to work at two levels. My analysis of fan responses to Roswell models the possibilities of a close study of genre discourse. At the same time, my case study probes the nature of genre in fan engagement, as genre discourses intersect with other fan concerns such as character identification, perceptions of textual quality, and questions of gender representation. While we cannot necessarily look to fan accounts for proof of how viewers engage with genre, they do tell us how fans frame their engagement with genre, how they incorporate genre into their performance of fannishness, and how they perform and thus enact genre itself as a shared cultural process.

  19. Reality-Based Genre Preferences Do Not Direct Personal Involvement

    Konijn, Elly A.; Hoorn, Johan F.

    2004-01-01

    Although it seems plausible that people who prefer a particular genre would appreciate characters from that category more than those from other genres, this appears not to be the case. We devised a parsimonious reality-based genre taxonomy that differentiates nonfiction, realism, fantasy, and humor. In Study 1, evidence from film viewers' genre…

  20. "Analysing Genre: Language Use in Professional Settings." A Review.

    Drury, Helen

    1995-01-01

    "Analysing Genre," by Vijay K. Bhatia, is a timely addition to the literature on genre analysis in English for specific purposes. It is divided into three parts: the first provides theoretical background; the second explains how genre analysis works in different academic and professional settings; and the third exemplifies the…

  1. Students’ attitudes towards learning communication skills : correlating attitudes, demographic and metacognitive variables

    Lumma-Sellenthin, Antje

    2012-01-01

    Objectives: This study aimed at exploring the relationship of students' attitudes towards learning communication skills to demographic variables, metacognitive skills, and to the appreciation of patient-oriented care. Methods: The cross-sectional survey study involved first- and third-term students from two traditional and two problem-based curricula (N= 351). Demographic variables, attitudes towards communication skills learning, patient orientation, and awareness of learning strategies were...

  2. Metacognition and the Development of Intercultural Competence

    Lane, H. Chad

    2007-01-01

    ..., planning, and reflection skills. We also survey several modern immersive cultural learning environments and discuss the role intelligent tutoring and experience management techniques can play to support these metacognitive demands...

  3. Metacognition and the Development of Intercultural Competence

    Lane, H. Chad

    2007-01-01

    We argue that metacognition is a critical component in the development of intercultural competence by highlighting the importance of supporting a learner's self-assessment, self-monitoring, predictive...

  4. Should metacognition be measured by logistic regression?

    Rausch, Manuel; Zehetleitner, Michael

    2017-03-01

    Are logistic regression slopes suitable to quantify metacognitive sensitivity, i.e. the efficiency with which subjective reports differentiate between correct and incorrect task responses? We analytically show that logistic regression slopes are independent from rating criteria in one specific model of metacognition, which assumes (i) that rating decisions are based on sensory evidence generated independently of the sensory evidence used for primary task responses and (ii) that the distributions of evidence are logistic. Given a hierarchical model of metacognition, logistic regression slopes depend on rating criteria. According to all considered models, regression slopes depend on the primary task criterion. A reanalysis of previous data revealed that massive numbers of trials are required to distinguish between hierarchical and independent models with tolerable accuracy. It is argued that researchers who wish to use logistic regression as measure of metacognitive sensitivity need to control the primary task criterion and rating criteria. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. Textual, Genre and Social Features of Spoken Grammar: A Corpus-Based Approach

    Carmen Pérez-Llantada

    2009-02-01

    Full Text Available This paper describes a corpus-based approach to teaching and learning spoken grammar for English for Academic Purposes with reference to Bhatia’s (2002 multi-perspective model for discourse analysis: a textual perspective, a genre perspective and a social perspective. From a textual perspective, corpus-informed instruction helps students identify grammar items through statistical frequencies, collocational patterns, context-sensitive meanings and discoursal uses of words. From a genre perspective, corpus observation provides students with exposure to recurrent lexico-grammatical patterns across different academic text types (genres. From a social perspective, corpus models can be used to raise learners’ awareness of how speakers’ different discourse roles, discourse privileges and power statuses are enacted in their grammar choices. The paper describes corpus-based instructional procedures, gives samples of learners’ linguistic output, and provides comments on the students’ response to this method of instruction. Data resulting from the assessment process and student production suggest that corpus-informed instruction grounded in Bhatia’s multi-perspective model can constitute a pedagogical approach in order to i obtain positive student responses from input and authentic samples of grammar use, ii help students identify and understand the textual, genre and social aspects of grammar in real contexts of use, and therefore iii help develop students’ ability to use grammar accurately and appropriately.

  6. RAPE CASES: GENRE AND RHETORICAL ANALYSIS OF CONTROVERSIAL MALAYSIAN LEGAL JUDGEMENTS

    Maya Khemlani David

    2016-12-01

    Full Text Available Kachru and Smith (2008 emphasize that effectual communication in the context in which different varieties of world English are used, entails awareness of the varieties in use and their cultural, social, and ideational functions. Court reports by Malaysian Judges are part of legal documents, which may be considered as a genre. Investigating the linguistic details of these reports may be helpful in understanding the argumentative and persuasive strategies used in these judgments. The issue of rape and justice is an important concern in society. The aim of this study is to investigate Malaysian judgment reports in the English language on rape cases from a linguistic perspective. Specifically, the aim of the study is to identify court of appeal judgment reports of rape cases as a Genre and to identify the moves used in this genre. The moves within the genre were identified by studying two controversial reports which showed that the judgments might suffer from relying on pathos argumentation in one critical move.

  7. EFL Learners' Metacognitive Awareness of Reading Strategies

    Al-Mekhlafi, Abdo Mohammed

    2018-01-01

    Reading, a literacy skill, is of great importance to all educational systems. Even in tertiary education, many EFL learners have trouble in reading academic texts in English, as they are often found to be using ineffective reading strategies. A review of relevant literature provides insights into a range of issues relating to the teaching of…

  8. An Analysis of Cross-Genre and In-Genre Performance for Author Profiling in Social Media

    Medvedeva, Masha; Haagsma, Hessel; Nissim, Malvina

    2017-01-01

    User profiling on social media data is normally done within a supervised setting. A typical feature of supervised models that are trained on data from a specific genre, is their limited portability to other genres. Cross-genre models were developed in the context of PAN 2016, where systems were

  9. Enhancing Reading Comprehension via Metacognitive Strategy Training: Gender and Discipline Variation

    Zohreh Seifoori

    2012-11-01

    Full Text Available The aim of this quasi-experimental study was to investigate the impact of a metacognitive training program on university freshmen’s reading comprehension skill in a three-credit General English (GE Course. The participants included eight groups of freshmen, in four disciplines: Management, Psychology, Mechanical Engineering and Computer Engineering. They were randomly assigned as four experimental and four control groups, each including approximately 30 participants. The same materials were taught to all groups after their initial homogeneity in English was assessed via Analysis of Variance of the pre-test scores obtained from a Key English Test (KET. In the experimental groups, one whole session was devoted to explicitly teaching three sets of metacognitive strategies and five reading strategies: skimming, scanning, previewing, using context clues, and making inferences. These groups also received metacognitive awareness-raising while applying the strategies in each reading lesson for six sessions. The analyses of the research data revealed that metacognitive strategy training promoted the participants’ learning when integrated with a reading-focused GE course regardless of their gender and a small effect from discipline. The findings have implications for teachers, materials developers, and teacher trainers.

  10. Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

    Alvarez, Marino C.

    1998-01-01

    Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

  11. Utterance and Function in Genre Studies: A Literary Perspective

    Auken, Sune

    2015-01-01

    of the complexities involved when Genre Studies confront genres whose utterances are more complex than the “homely discourses” usually discussed in RGS. Formal and thematic features play a far too significant role in literary works to be explicable simply as derivations from function alone. But this is not limited...... to formal and thematic interpretations of genre, by allowing the utterances themselves to re-enter center stage. This enables an improved understanding of complex genres. It also revives close reading as a viable approach to understanding genre and thus to inform the rhetorical, linguistic, and sociological...

  12. Metacognition and transfer within a course or instructional design rules and metacognition

    Vos, Henk

    2006-01-01

    A metacognitive strategy for doing research, included transfer, was taught in a course of nine afternoons. The success of this course raised some questions. How do the students learn? How does metacognition play a role? The course was designed in accordance with several instructional principles. The

  13. Do Mother’s Metacognitions, Beliefs, and Behaviors Predict Child Anxiety-Related Metacognitions?

    Lønfeldt, Nicole N.; Esbjørn, Barbara H.; Normann, Nicoline

    2017-01-01

    anxiety-related metacognitions and clinical anxiety develop. Objective: We hypothesized that there are positive relationships between mother and corresponding child anxiety-related metacognitions even after controlling for maternal depression, anxiety and stress symptoms. We also hypothesized...... that maternal beliefs about child anxiety and maternal controlling behavior would be positively related to child metacognitions and would account for any associations between mother and child metacognitions. Methods: The study employed a cross-sectional design in a community sample of 7–12 year old children...... and their mothers. Mothers and children completed questionnaires to assess anxiety-related metacognitions and an interaction task to assess mothers’ overinvolvement. Mothers also completed questionnaires regarding their beliefs about child anxiety and controlling rearing behavior. We examined correlations between...

  14. Application of Metacognitive Strategy to Primary Listening Teaching

    Zheng, Jie

    2017-12-01

    It is of vital importance that our students should be taught to listen effectively and critically. This essay focuses the metacognitive strategy in listening and an empirical study of the application of metacognitive strategy to primary listening teaching is made.

  15. On the Effect of Negotiated Metacognitive Assessments on Improving Listening Comprehension: A Case of Iranian EFL Learners

    Masoud Yazdani Moghadam

    2015-05-01

    Full Text Available This paper reports a study investigating the role of negotiated assessment of metacognitive listening strategies in enhancing listening comprehension. To this aim, 60 Iranian EFL learners at intermediate level of language proficiency were assigned to an experimental (n = 30 and control group (n = 30. An attempt was made by the teacher in experimental group to raise students’ awareness of metacognitive strategies both prior to and after the doing listening comprehension tasks in a time bracket of eight weeks. Nonetheless, the control group followed conventional product-oriented approach to listening instruction; that is, no attempt was made to engage them in metacognitive instruction. Listening comprehension of both groups was assessed by listening section of IELTS at the onset and end of the study. Results of the study revealed that negotiated metacognitive assessment managed to significantly increase gains in listening comprehension. Furthermore, the experimental group significantly outperformed the control group. The results gave more credence to the positive role of process-based approach to teaching listening comprehension. The results are discussed in the light of metacognition and some pedagogical implications are included.

  16. Glossaire genre et macroéconomie

    Alexander, Patricia; Baden, Sally

    2017-01-01

    Les relations de genre dans l’analyse économique : vue d’ensemble Bien que les économistes aient traité les questions de la participation des hommes et des femmes à la force de travail dès le début des années 1900, le genre en lui-même n’était pas utilisé comme catégorie d’analyse. (Le terme “genre” est utilisé lorsqu’il est question des catégories sociales ; c’est-à-dire qu’il signifie qu’au-delà des fonctions élémentaires de la reproduction humaine, les rôles des hommes et des femmes ne rel...

  17. Exploring different approaches for music genre classification

    Antonio Jose Homsi Goulart

    2012-07-01

    Full Text Available In this letter, we present different approaches for music genre classification. The proposed techniques, which are composed of a feature extraction stage followed by a classification procedure, explore both the variations of parameters used as input and the classifier architecture. Tests were carried out with three styles of music, namely blues, classical, and lounge, which are considered informally by some musicians as being “big dividers” among music genres, showing the efficacy of the proposed algorithms and establishing a relationship between the relevance of each set of parameters for each music style and each classifier. In contrast to other works, entropies and fractal dimensions are the features adopted for the classifications.

  18. Functions of Narrative Genres for Lived Religion

    Tuija Hovi

    2014-05-01

    Full Text Available The article presents the object and results of a study which combines the psychology of religion and folkloristics in the form of a qualitative analysis of empirical ethnographic material compiled from sources in a local neo-charismatic congregation called the ‘Word of Life’. Personal narrative is discussed as a genre which represents the collective tradition of a religious community. It is a socially-learned speech act and a means of interpreting and sharing religious experience, thus constructing and confirming the faith of the community, both individually and collectively. In the neo-charismatic tradition, everyday speech draws on a literal (biblical tradition as well as on socially-shared narrative genres such as ritual testimonies, prophecies, sermons and casual, personal narratives of co-believers. The faith-creative power of these stories can be found in their performative utterances and evaluative structures as well as in non-communication.

  19. Metacognitive interpersonal therapy for narcissistic personality disorder and associated perfectionism.

    Dimaggio, Giancarlo; Attinà, Giovanna

    2012-08-01

    Treating narcissistic personality disorder (NPD) successfully is possible but requires a thorough understanding of the pathology and appropriate clinical procedures. Perfectionism is one prominent feature often associated with narcissistic difficulties. Metacognitive Interpersonal Therapy (MIT) for NPD adopts manualized step-by-step procedures aimed at progressively dismantling narcissistic processes by first stimulating an autobiographical mode of thinking and then improving access to inner states and awareness of dysfunctional patterns. Finally, adaptive patterns of thinking, feeling, and acting are promoted, together with a sense of autonomy and agency and a reduction of perfectionistic regulatory strategies. Throughout, there needs to be constant attention to regulation of the therapy relationship to avoid ruptures and maximize cooperation. We describe here a successful case of MIT applied to a man in his early 20's with narcissism, perfectionism, and significant co-occurrence of Axis I and Axis II disorders. © 2012 Wiley Periodicals, Inc.

  20. An Investigation of Metacognitive Strategies Used by EFL Listeners

    Teng, Huei-Chun; Chan, Chi-Yeu

    2008-01-01

    The main intent of the present study is to find out what metacognitive strategies Taiwanese college students employ in EFL listening process. Four research questions explored in the study include: (1) What are the metacognitive strategies adopted by EFL listeners when they listen? (2) What are the differences of metacognitive strategies between…

  1. Metacognitive Scaffolding during Collaborative Learning: A Promising Combination

    Molenaar, Inge; Sleegers, Peter; van Boxtel, Carla

    2014-01-01

    This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control…

  2. Towards efficient measurement of metacognition in mathematical problem solving

    Jacobse, Annemieke E.; Harskamp, Egbert G.

    Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols.

  3. M42. Metacognitive Deficits in Schizophrenia; Comparisons With Borderline Personality Disorder and Substance Use Disorder

    Buck, Kelly; Leonhardt, Bethany; George, Sunita; James, Alison; Vohs, Jenifer; Lysaker, Paul

    2017-01-01

    Borderline PD group had significantly lower levels of metacognitive capacity compared to the Substance Use group. Multiple comparisons revealed that the Borderline PD group had significantly higher self-reflectivity and awareness of the other’s mind than the Schizophrenia group. In comparison with the Substance Use group, the Borderline PD condition had lower capacity to assume the perspective of others and the ability to use metacognitive knowledge than the Substance Use group. The Borderline PD and Schizophrenia group had significantly higher levels of alexithymia than the Substance Use group. Differences between the Borderline PD and Substance Use groups generally persisted after controlling for self-report of psychopathology and overall number of PD traits. No differences were among groups were found for social cognition. Conclusion: Results suggest that metacognitive functioning is differentially affected in severe mental disorders, with the deficits found in Schizophrenia being generally more severe than in Borderline PD or Substance Use disorders. Schizophrenia may involve unique deficits in the abilities needed for self-reflection and forming integrated ideas about others.

  4. Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction

    Jerotijević-Tišma Danica

    2016-01-01

    Full Text Available The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010. However, we sought to expand the previous research by investigating the relationship between the students’ current level of L2 (target language vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language learners divided into experimental (n=27 and control group (n=30. The results of the pre- and post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.

  5. Cross-gender Comparison of Metacognitive Strategies Utilized by Omani Students in Reading Comprehension Classes

    Manizheh Alami

    2016-07-01

    Full Text Available Given the fact that English is the language of the latest technological and scientific developments, comprehending English texts has priority for students to gain the knowledge and skills they will need in the future. However, most Omani students are not efficient L2 readers and do not have sufficient competence in reading authentic English texts. There is a variety of factors that might affect Omani students’ ability to read and comprehend English texts effectively. To find out what factors are involved in Omani students’ reading comprehension, in the first place, it is necessary to know what strategies they employ in reading. To this end, the current study attempts  to explore Omani students reported use of reading strategies using ‘Metacognitive Awareness of Reading Strategies Inventory’ (MARSI developed by Mokhtari and Reichard (2002. The self-reported survey completed by 200 students (90 female and110 male who enrolled for Advanced Foundation program (level 4 at Salalah College of Technology (SCT. The results show that SCT students’ awareness of metacognitive strategies is at medium level (3.46. Furthermore, the comparison between two gender groups (Males Vs. Females shows that male students use metacognitive reading strategies moderately (3.28 while female students use them more frequently (3.64. The outcomes of the study contribute to the improvement of SCT students reading ability and can be used by teachers to teach students different strategies to build meaning of the reading material which is among the goals of any educational system.

  6. Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use.

    Lien, Hsin-Yi

    2016-08-01

    Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers' distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers' perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use. © The Author(s) 2016.

  7. How Does the Degree of Guidance Support Students' Metacognitive and Problem Solving Skills in Educational Robotics?

    Atmatzidou, Soumela; Demetriadis, Stavros; Nika, Panagiota

    2018-02-01

    Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students' metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11-12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: "minimal" (with minimal MC and PS guidance) and "strong" (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students' metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students' MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender.

  8. Strategies for Improving Learner Metacognition in Health Professional Education

    Medina, Melissa S.; Castleberry, Ashley N.

    2017-01-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings. PMID:28630519

  9. Strategies for Improving Learner Metacognition in Health Professional Education.

    Medina, Melissa S; Castleberry, Ashley N; Persky, Adam M

    2017-05-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners' metacognitive skills in both the classroom and experiential settings.

  10. The Metacognitive Anger Processing (MAP) Scale

    Moeller, Stine Bjerrum

    2015-01-01

    : The present data indicate that positive as well as negative beliefs are involved in the tendency to ruminate about angry emotions. Clinical interventions may benefit from an exploration of the patient´s experience of anger, as structured by the MAP's factors and their interrelationships. The psychometric...... preliminary studies was to apply a metacognitive framework to anger and put forward a new anger self-report scale, the Metacognitive Anger Processing (MAP) scale, intended as a supplement to existing measures of anger disposition and to enhance anger treatment targets. METHOD: The new measure was tested...... in a nonclinical and a clinical sample together with measures of anger and metacognition to establish factor structure, reliability, concurrent, and convergent validity. RESULTS: The MAP showed a reliable factor structure with three factors - Positive Beliefs about anger, Negative Beliefs about anger...

  11. Metacognitive Attributes and Liberated Progress

    Mania Nosratinia

    2014-08-01

    Full Text Available Owing to the cardinal and acknowledged importance of autonomy (AU in learning, especially second-language learning, and influenced by the importance of inspecting its nature and the way it is associated with other psychological/cognitive/metacognitive factors, this research investigated the relationship among English as a foreign language (EFL learners’ AU, creativity (CR, and critical thinking (CT. The population for this study comprised of undergraduate EFL learners, between the ages of 19 and 40 (Mage = 22 years, from which 182 male and female subjects were selected via random selection. These participants, who were receiving formal instruction mainly through English, filled out three questionnaires related to CR, CT, and AU. Pearson’s product–moment correlation coefficient was used to analyze the data obtained. The results indicated that there is a significant and positive relationship between EFL learners’ CR and AU, CR and CT, as well as their CT and AU. Considering AU as the predicted variable for this study, it was confirmed that CT makes the strongest unique contribution to explain AU. It is hoped that the results of this study will reveal the nature of AU more and will equip EFL teachers with a wider perspective on the characteristics of AU and the way CR and CT can predict and promote AU among EFL learners.

  12. Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

    Vilhelmina Vaičiūnienė

    2014-03-01

    Full Text Available Purpose – this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness.Design/methodology/approach – the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS, the survey, which helped to identify MRU students’ metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS was composed of 38 items.Findings – the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students’ online learning tasks.Research limitations/implications – the research sample is rather limited (89 participants.Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered

  13. The Metacognitions about Online Gaming Scale: Development and psychometric properties.

    Spada, Marcantonio M; Caselli, Gabriele

    2017-01-01

    Recent research has suggested that metacognitions may play a role across the spectrum of addictive behaviours. The goal of our studies was to develop the first self-report scale of metacognitions about online gaming. We conducted two studies with samples of online gamers (n=225, n=348) to test the structure and psychometric properties of the Metacognitions about Online Gaming Scale and examined its capacity to predict weekly online gaming hours and Internet addiction. Exploratory and confirmatory factor analyses supported a three-factor solution: positive metacognitions about online gaming, negative metacognitions about the uncontrollability of online gaming, and negative metacognitions about the dangers of online gaming. Internal consistency, predictive and divergent validity were acceptable. All the factors of the Metacognitions about Online Gaming Scale correlated positively with weekly online gaming hours and Internet addiction. Regression analyses showed that negative metacognitions about the uncontrollability of online gaming and levels of Internet addiction were the only significant predictors of weekly online gaming hours, and that positive metacognitions about online gaming and negative metacognitions about the uncontrollability of online gaming were the only significant predictors of Internet addiction. The Metacognitions about Online Gaming Scale was shown to possess good psychometric properties, as well as predictive and divergent validity within the populations that were tested. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. [Modulation of Metacognition with Decoded Neurofeedback].

    Koizumi, Ai; Cortese, Aurelio; Amano, Kaoru; Kawato, Mitsuo; Lau, Hakwan

    2017-12-01

    Humans often assess their confidence in their own perception, e.g., feeling "confident" or "certain" of having seen a friend, or feeling "uncertain" about whether the phone rang. The neural mechanism underlying the metacognitive function that reflects subjective perception still remains under debate. We have previously used decoded neurofeedback (DecNef) to demonstrate that manipulating the multivoxel activation patterns in the frontoparietal network modulates perceptual confidence without affecting perceptual performance. The results provided clear evidence for a dissociation between perceptual confidence and performance and suggested a distinct role of the frontoparietal network in metacognition.

  15. Metacognitions, metacognitive processes and metacognitive control strategies in people with obesity and binge eating and people with obesity without binge eating

    Hartley, Georgina

    2013-01-01

    Background Binge eating is often co-morbid with obesity. There is no widely accepted theoretical model for binge eating, this has treatment implications. Research has highlighted the role of metacognitions in psychopathology, including eating disorders. However, metacognitions in obesity and binge eating have not yet been researched. The self-regulatory executive functioning model (S-REF; Wells & Matthews, 1994, 1996) conceptualises the role of metacognition in the aetiology and mainten...

  16. From Persuasive to Authoritative Speech Genres

    Nørreklit, Hanne; Scapens, Robert

    2014-01-01

    Purpose: The purpose of this paper is to contrast the speech genres in the original and the published versions of an article written by academic researchers and published in the US practitioner-oriented journal, Strategic Finance. The original version, submitted by the researchers, war rewritten...... a world". Research limitations/implications: The choice of language and argumentation should be given careful attention when the authors craft the accounting frameworks and research papers, and especially when the authors seek to communicate the findings of the research to practitioners. However...

  17. The genre tutorial and social networks terminology

    Márcio Sales Santiago

    2014-02-01

    Full Text Available This paper analyzes the terminology in the Internet social networks tutorials. A tutorial is a specialized text, full of terms, aiming to teach an individual or group of individuals who need some guidelines to operationalize a computerized tool, such as a social network. It is necessary to identify linguistic and terminological characteristics from the specialized lexical units in this digital genre. Social networks terminology is described and exemplified here. The results show that it is possible to refer to two specific terminologies in tutorials which help to determine the terminological profile of the thematic area, specifically from the point of view of denomination.

  18. "Genre Means...": A Critical Discourse Analysis of Fourth Grade Talk about Genre

    Schaenen, Inda

    2010-01-01

    This action research study investigates how genre theory can be integrated into the practice of a writing enrichment program and how the frameworks of Critical Discourse Analysis and Multimodal Analysis can help assess and improve both student learning and teacher practice. A multilayered exploration of teacher-student discourse in an urban public…

  19. La correspondance comme genre éthique Correspondance as an Ethical Genre

    Anna Jaubert

    2010-10-01

    Full Text Available Les caractéristiques d’un genre de discours découlent de la situation de communication dans laquelle il s’inscrit, et qu’il reflète. Pour une correspondance, et singulièrement pour une correspondance d’auteurs, cette situation est celle d’une interaction à la fois directe et biaisée qui engage l’ethos de l’épistolier. Nous analysons les idéaux qu’il produit sur un fond de valeurs partagées. Le champ d’investigation retenu est celui de certaines correspondances célèbres du 18e siècle, car la lettre est à cette époque une manifestation très accomplie de la sociabilité. De ce fait, elle a connu une dérive littérarisante, source d’un décalage pragmatique qui l’attire dans la mouvance d’un genre second, la correspondance littéraire, où l’implication éthique du discours devient sa détermination majeure.The characteristics of a genre of discourse depend upon its specific situation of communication - the genre being embedded in this situation and, at the same time, reflecting it. Concerning correspondences, especially between authors, this situation consists of an interaction both direct and indirect, involving the ethos of the letter writer. Our analysis focuses on the ideals it produces on a background of shared values. The field of inquiry is a choice of famous correspondences of the 18th century, since the letter was at that time an accomplished manifestation of sociability. As such, it adopted a literary form, which created a pragmatic gap and put it under the dependence of another genre, the fictional correspondence, in which ethic implications became its determining factor.

  20. Investigating the Relationships among Metacognitive Strategy Training, Willingness to Read English Medical Texts, and Reading Comprehension Ability Using Structural Equation Modeling

    Hassanpour, Masoumeh; Ghonsooly, Behzad; Nooghabi, Mehdi Jabbari; Shafiee, Mohammad Naser

    2017-01-01

    This quasi-experimental study examined the relationship between students' metacognitive awareness and willingness to read English medical texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the…

  1. Gêneros textuais e letramento Genre and literacy

    Maria do Socorro Oliveira

    2010-01-01

    Full Text Available Neste painel, discutimos a relação 'letramento' e 'gênero textual', considerando a rica complexidade que envolve não apenas esses objetos teóricos mas também a sua aplicação no domínio pedagógico, particularmente no que diz respeito ao ensino-aprendizagem de língua materna. Vincularemos a discussão a nossa experiência de ensino, pesquisa e extensão desenvolvida em programas de formação de professores, voltados para a mobilização de práticas transdisciplinares de natureza colaborativa e fortalecedora da ação docente. Nessa direção, indicamos os projetos de letramento como uma alternativa para o desenvolvimento de um trabalho contextualizado com os gêneros textuais.Our contribution to this panel intends to discuss how 'literacy' and 'genres' are related, taking into account the complexity involving not only these two theoretical concepts, but also their implementation in the pedagogical domain, especially related to mother tongue learning-teaching. We intend to discuss that based on our experience in teaching, research and extension developed at teacher education programs aiming at transdisciplinary practices of colaborative and strengthening nature. To accomplish this task, we suggest literacy projects as an alternative to develop a contextualized work with genres.

  2. Metacognition: Student Reflections on Problem Solving

    Wismath, Shelly; Orr, Doug; Good, Brandon

    2014-01-01

    Twenty-first century teaching and learning focus on the fundamental skills of critical thinking and problem solving, creativity and innovation, and collaboration and communication. Metacognition is a crucial aspect of both problem solving and critical thinking, but it is often difficult to get students to engage in authentic metacognitive…

  3. Do mathematics learning facilitators implement metacognitive ...

    It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the ...

  4. Metacognition and Group Differences: A Comparative Study

    Al-Hilawani, Yasser A.

    2014-01-01

    In this study, metacognition refers to performing visual analysis and discrimination of real life events and situations in naïve psychology, naïve physics, and naïve biology domains. It is used, along with measuring reaction time, to examine differences in the ability of four groups of students to select appropriate pictures that correspond with…

  5. Basic self-disturbance, neurocognition and metacognition

    Koren, Dan; Scheyer, Ravit; Reznik, Noa

    2017-01-01

    AIM: The goal of this pilot study was to assess the association between basic self-disturbance (SD) and deficits in neurocognitive and metacognitive functioning among help-seeking adolescents with and without attenuated psychosis syndrome (APS). METHODS: Sixty-one non-psychotic, help-seeking adol......AIM: The goal of this pilot study was to assess the association between basic self-disturbance (SD) and deficits in neurocognitive and metacognitive functioning among help-seeking adolescents with and without attenuated psychosis syndrome (APS). METHODS: Sixty-one non-psychotic, help...... recognition) domains. After each answer, subjects were also requested to indicate their level of confidence in the answer and to decide whether they desired it to be "counted" toward their total score on the task. Each volunteered answer earned a 5-cent gain if correct, but an equal fine if wrong. RESULTS......, it was not moderated by the presence of APS. CONCLUSIONS: These pilot results provide preliminary support a modest association between SD and metacognition, which is not reducible to neurocognition and APS. In addition, they raise an intriguing possibility regarding metacognitive monitoring and control being...

  6. Metacognitive Scaffolding in an Innovative Learning Arrangement

    Molenaar, Inge; van Boxtel, Carla A. M.; Sleegers, Peter J. C.

    2011-01-01

    This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two…

  7. Development of Critical Thinking with Metacognitive Regulation

    Gotoh, Yasushi

    2016-01-01

    In this research the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of Metacognitive regulation on one's own problem-solving processes. In order to develop their critical thinking, it is important for students to be able to use this…

  8. Metacognitive Enrichment for Community College Students

    Wyre, Steven H.

    2012-01-01

    Recent research was conducted to explore how introducing metacognitive enrichment into courses containing implicit or explicit critical thinking goals would affect the students' personal epistemological maturity. At the beginning of a fall semester at a moderate sized community college in the southeastern United States, 733 students were divided…

  9. Metacognitive Control and the Spacing Effect

    Son, Lisa K.

    2010-01-01

    This study investigates whether the use of a spacing strategy absolutely improves final performance, even when the learner had chosen, metacognitively, to mass. After making judgments of learning, adult and child participants chose to mass or space their study of word pairs. However, 1/3 of their choices were dishonored. That is, they were forced…

  10. How creative potential is related to metacognition

    María Luisa Sanz de Acedo Lizarraga

    2013-12-01

    Full Text Available The primary objective of this study was to investigate the possible links between metacognition and narrative (or verbal and graphic creative potential as well as the contribution of the former variable to creativity. The second objective was to study the effect of gender on these variables. This study was conducted with 360 men and women students from the Public University of Navarra enrolled in applied sociology, social work, and specialising in infant and primary education. Participants were given the Adult Creative Imagination Test and the Creative Metacognition Scale during their regular school schedule and during a single session. The results showed that the relationships between the assessed variables were significant and positive. Furthermore, metacognition moderately predicted narrative creativity; thus, cognitive processes do not operate in isolation because they affect and are affected by other factors. The findings also revealed that students obtained different results with regard to verbal and graphic creativity, and men and women differed only in narrative creative potential. The most important conclusion to be drawn from this research is that creative and metacognitive skills should be explicitly involved in higher education to stimulate the creative potential of future professionals

  11. Taming the Alien Genre: Bringing Science Fiction into the Classroom.

    Bucher, Kathrine T.; Manning, M. Lee

    2001-01-01

    Notes the popularity of the science fiction/fantasy genre, and offers a definition of these genres. Discusses teachers' reluctance to read or teach science fiction, but emphasizes its appeal and its usefulness. Discusses how teachers can select and use good science fiction books. Offers a checklist for evaluating such books, and suggests 18…

  12. Children's Acquisition of Literary Genre: Science Fiction versus Fantasy.

    Shechter, Myriam; Schecter, Sandra R.

    Using ethnographic observations of 30 children in a multicultural inner-city fifth grade class over a period of one year, a study examined the children's classroom interactions with the literary genres of science fiction and fantasy, investigating their sequential acquisition of the constitutive elements of the two genres as well as their…

  13. Genre-Based Teaching and Assessment in Secondary English Classrooms

    Lee, Icy

    2012-01-01

    This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…

  14. Genre pedagogy in the mediation of socially-situated literacies ...

    In this article, the writer explores learner experience during the scaffolding of subjectspecific academic literacies using a genre pedagogical approach that views linguistic expertise as a socially-situated phenomenon. For the learners of this case study, the mastery of the descriptive report genre, in particular, was ...

  15. Genre, Identity, and the Brain: Insights from Neuropsychology

    Clark, Irene

    2016-01-01

    The article explores several perspectives on the interconnection between genre and identity, an issue that has generated significant scholarship in rhetorical genre studies. It suggests that current work in neuroplasticity--that is, changes in the brain that can occur through learning and experience--complicates and problematizes the issue and is…

  16. RETHINKING ACADEMIC ESSAY WRITING: SELECTED GENRES IN COMPARISON

    Dedi Turmudi

    2017-10-01

    Full Text Available How do opinion, discussion, and argumentative convince readers? How does each of them look different each other seen from the generic structure, and language use? This conceptual paper is exploring how three selected genres in academic writing differ from each other. By reviewing journal of related topic of recently published, the writer convinces that opinion genre is less strong in persuading readers, and argumentative is very strong in assuring readers, whereas discussion is neutral in affecting readers The implication is that each genre has its own place to make readers satisfied and each of which indicates the level of ego and sophisticated countering back the statement called rebuttal and arguments and example. By reading this article readers will detect the tone of each genre and to what extent does each genre reach the readers’ mind. The implication is that any teacher or lecturer is best recommended to present this model, particularly in EFL context.

  17. Audio Mining with emphasis on Music Genre Classification

    Meng, Anders

    2004-01-01

    Audio is an important part of our daily life, basically it increases our impression of the world around us whether this is communication, music, danger detection etc. Currently the field of Audio Mining, which here includes areas of music genre, music recognition / retrieval, playlist generation...... the world the problem of detecting environments from the input audio is researched as to increase the life quality of hearing-impaired. Basically there is a lot of work within the field of audio mining. The presentation will mainly focus on music genre classification where we have a fixed amount of genres...... to choose from. Basically every audio mining system is more or less consisting of the same stages as for the music genre setting. My research so far has mainly focussed on finding relevant features for music genre classification living at different timescales using early and late information fusion. It has...

  18. Confident failures: Lapses of working memory reveal a metacognitive blind spot.

    Adam, Kirsten C S; Vogel, Edward K

    2017-07-01

    Working memory performance fluctuates dramatically from trial to trial. On many trials, performance is no better than chance. Here, we assessed participants' awareness of working memory failures. We used a whole-report visual working memory task to quantify both trial-by-trial performance and trial-by-trial subjective ratings of inattention to the task. In Experiment 1 (N = 41), participants were probed for task-unrelated thoughts immediately following 20% of trials. In Experiment 2 (N = 30), participants gave a rating of their attentional state following 25% of trials. Finally, in Experiments 3a (N = 44) and 3b (N = 34), participants reported confidence of every response using a simple mouse-click judgment. Attention-state ratings and off-task thoughts predicted the number of items correctly identified on each trial, replicating previous findings that subjective measures of attention state predict working memory performance. However, participants correctly identified failures on only around 28% of failure trials. Across experiments, participants' metacognitive judgments reliably predicted variation in working memory performance but consistently and severely underestimated the extent of failures. Further, individual differences in metacognitive accuracy correlated with overall working memory performance, suggesting that metacognitive monitoring may be key to working memory success.

  19. The speed of metacognition: taking time to get to know one's structural knowledge.

    Mealor, Andy D; Dienes, Zoltan

    2013-03-01

    The time course of different metacognitive experiences of knowledge was investigated using artificial grammar learning. Experiment 1 revealed that when participants are aware of the basis of their judgments (conscious structural knowledge) decisions are made most rapidly, followed by decisions made with conscious judgment but without conscious knowledge of underlying structure (unconscious structural knowledge), and guess responses (unconscious judgment knowledge) were made most slowly, even when controlling for differences in confidence and accuracy. In experiment 2, short response deadlines decreased the accuracy of unconscious but not conscious structural knowledge. Conversely, the deadline decreased the proportion of conscious structural knowledge in favour of guessing. Unconscious structural knowledge can be applied rapidly but becomes more reliable with additional metacognitive processing time whereas conscious structural knowledge is an all-or-nothing response that cannot always be applied rapidly. These dissociations corroborate quite separate theories of recognition (dual-process) and metacognition (higher order thought and cross-order integration). Copyright © 2012 Elsevier Inc. All rights reserved.

  20. Metacognition: A Tool to Promote an Inclusive Classroom Environment for Students with Disabilities

    Ana Patricia Vázquez-Chaves

    2015-09-01

    Full Text Available This essay presents metacognition as a tool to promote a classroom environment inclusive for students with disabilities. It aims at promoting reflection on the methodology to address diversity within the classroom, considering the population with disabilities as one of the major groups to bear in mind. Within the conceptual approach, inclusive education is seen as the way to address diversity in the Costa Rican education system, where education is considered a fundamental human right. The Ministry of Public Education of Costa Rica is moving from a rehabilitative approach to an inclusive education approach. Metacognition is a way to raise awareness on the pedagogical mediation within the classroom environment. This paper includes results from a series of descriptive and qualitative studies conducted at Universidad Nacional, Costa Rica, which demonstrate that many of the difficulties presented in the student population are due to methodological aspects and an inadequate delivery of the contents by the teachers. The methodology used helps us to understand the ways in which students perform the cognitive processes through metacognitive strategies. It is concluded that the teaching strategies proposed to meet the educational needs comprehensively is fundamental for achieving inclusive educational processes.

  1. The schematic structure of a genre and the logical-semantic relations in an example of argument genre

    Angela Maria Rossi

    2017-12-01

    Full Text Available From the focus on genre from the School of Sydney (ROSE; MARTIN, 2012 and the Systemic Functional Grammar (HALLIDAY; MATTHIESSEN, 2014, this article aimed to verify how the logic-semantical relation contribute to the organization of the Scheme Structure of a sample of the discussion genre. As predominant, it was verified hypotactical and paratactical relations of intensification, and simplexes.

  2. Genre analysis of linguistics research introductions

    Anthony Porras

    2017-12-01

    Full Text Available The emergence of exploring genre analysis has been a trend in Applied Linguistics, not only for its interesting factor, but also because of its pedagogical implications. This study aimed to determine the overall structure, specifically the presence and conformity of moves and steps of the research introductions in the field of Linguistics. Twelve (12 available research introductions were analyzed using Create-A-Research-Space (CARS model. The findings revealed that moves and steps across the research introductions are present. Majority of the research introductions conformed to the CARS model, but did not necessarily follow the suggested sequence. Results imply that teachers of research writing should acknowledge and introduce the CARS model as a basis for teaching the method of writing research introductions effectively.

  3. Music genre classification using temporal domain features

    Shiu, Yu; Kuo, C.-C. Jay

    2004-10-01

    Music genre provides an efficient way to index songs in the music database, and can be used as an effective means to retrieval music of a similar type, i.e. content-based music retrieval. In addition to other features, the temporal domain features of a music signal are exploited so as to increase the classification rate in this research. Three temporal techniques are examined in depth. First, the hidden Markov model (HMM) is used to emulate the time-varying properties of music signals. Second, to further increase the classification rate, we propose another feature set that focuses on the residual part of music signals. Third, the overall classification rate is enhanced by classifying smaller segments from a test material individually and making decision via majority voting. Experimental results are given to demonstrate the performance of the proposed techniques.

  4. The Metacognitions about Gambling Questionnaire: Development and psychometric properties.

    Caselli, G; Fernie, B; Canfora, F; Mascolo, C; Ferrari, A; Antonioni, M; Giustina, L; Donato, G; Marcotriggiani, A; Bertani, A; Altieri, A; Pellegrini, E; Spada, MM

    2018-01-01

    Recent research has suggested that metacognitions may play a role across the spectrum of addictive behaviours. The goal of our studies was to develop the first self-report scale of metacognitions about gambling. We conducted three studies with one community (n = 165) and two clinical (n = 110; n = 87) samples to test the structure and psychometric properties of the Metacognitions about Gambling Questionnaire and examined its capacity to prospectively predict severity of gambling. Findings sup...

  5. METACOGNITION AND INTELLIGENCE AS PREDICTORS OF ACADEMIC SUCCESS

    Vrdoljak, Gabrijela; Velki, Tena

    2012-01-01

    Schraw and Mohsman (1995; according to Schraw, Crippen and Hartley, 2006) define metacognition as the knowledge and regulation of cognitive processes. Unlike cognition, which only involves the execution of tasks, metacognition encompasses the understanding of how a task is accomplished. Metacognitive processes are important because they bring about conceptual changes in learning, thus enabling longer retention and different application of the material. In various studies, cognitive abilities ...

  6. Strategies for Improving Learner Metacognition in Health Professional Education

    Medina, Melissa S.; Castleberry, Ashley N.; Persky, Adam M.

    2017-01-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum....

  7. Contrasting metacognitive, social cognitive and alexithymia profiles in adults with borderline personality disorder, schizophrenia and substance use disorder.

    Lysaker, Paul H; George, Sunita; Chaudoin-Patzoldt, Kelly A; Pec, Ondrej; Bob, Petr; Leonhardt, Bethany L; Vohs, Jenifer L; James, Alison V; Wickett, Amanda; Buck, Kelly D; Dimaggio, Giancarlo

    2017-11-01

    Deficits in the ability to recognize and think about mental states are broadly understood to be a root cause of dysfunction in Borderline Personality Disorder (PD). This study compared the magnitude of those deficits relative to other forms of serious mental illness or psychiatric conditions. Assessments were performed using the metacognition assessment scale-abbreviated (MAS-A), emotion recognition using the Bell Lysaker Emotion Recognition Test and alexithymia using the Toronto Alexithymia Scale among adults with schizophrenia (n = 65), Borderline PD (n = 34) and Substance Use disorder without psychosis or significant Borderline traits (n = 32). ANCOVA controlling for age revealed the Borderline PD group had significantly greater levels of metacognitive capacity on the MAS-A than the schizophrenia group and significantly lower levels of metacognitive capacity than the Substance Use group. Multiple comparisons revealed the Borderline PD group had significantly higher self-reflectivity and awareness of the other's mind than the schizophrenia group but lesser mastery and decentration on the MAS-A than substance use group, after controlling for self-report of psychopathology and overall number of PD traits. The Borderline PD and Schizophrenia group had significantly higher levels of alexithymia than the substance use group. No differences were found for emotion recognition. Results suggest metacognitive functioning is differentially affected in different mental disorders. Published by Elsevier B.V.

  8. Acoustic Features Influence Musical Choices Across Multiple Genres.

    Barone, Michael D; Bansal, Jotthi; Woolhouse, Matthew H

    2017-01-01

    Based on a large behavioral dataset of music downloads, two analyses investigate whether the acoustic features of listeners' preferred musical genres influence their choice of tracks within non-preferred, secondary musical styles. Analysis 1 identifies feature distributions for pairs of genre-defined subgroups that are distinct. Using correlation analysis, these distributions are used to test the degree of similarity between subgroups' main genres and the other music within their download collections. Analysis 2 explores the issue of main-to-secondary genre influence through the production of 10 feature-influence matrices, one per acoustic feature, in which cell values indicate the percentage change in features for genres and subgroups compared to overall population averages. In total, 10 acoustic features and 10 genre-defined subgroups are explored within the two analyses. Results strongly indicate that the acoustic features of people's main genres influence the tracks they download within non-preferred, secondary musical styles. The nature of this influence and its possible actuating mechanisms are discussed with respect to research on musical preference, personality, and statistical learning.

  9. Delayering journalistic genres in the praxis of the new media

    Tomić Boban

    2016-01-01

    Full Text Available With this work we actualize the problem of application of journalistic genres in contemporary production of the press, radio, television and new media. We provide an overview of the different uses of journalistic genres in contemporary media, including identifying deviations and declination from the standardized norms for writing certain journalistic genres. We start from the premise that journalistic forms / shapes grouped into functional genres and, as such, represent the linguistic, narrative and discursive basis of each media. By this way we base our argument on the necessity of the existence of the necessary level of conventionality and standards setting writing techniques and construction of journalistic genres with the aim to preserve and improve the overall media discourse, language standard and increase the informativeness of the media as the most important communicative value and function. In this paper we point out the most common forms of deviation and destruction of some forms / shapes within the genres of contemporary journalism practice. The deviations we see as opportunity to improve the function of the journalistic narrative, but more often we see the danger of destruction of tissue and textual stratification of genres, forms of journalistic expression to new, hybrid and uncomplete forms that reduce the informativeness and increase ancillary or related attributes of journalistic text. In particular, we draw attention to the appearance of hybrid genres that intensify the relationship with the audience, actualize psycho-social relations and suggest value and differential categories and changes in audience behavior. The origin of the work we provide definition of layering genres and point to the potential dangers of disintegration threaten journalistic narrative. We point out potential solutions, the place and role of professional journalistic community, education institutions, science and public institutions in preventing and

  10. The Design of a Theme-Based and Genre-Oriented Strategic Reading Course to Improve Students’ Reading Comprehension Skills at a Public School in Colombia

    Fabián Padilla De La Cerda

    2016-04-01

    Full Text Available This paper reports the process of designing and partially implementing and evaluating a content-based and genre-oriented syllabus with a group of ninth graders at a public school in Barranquilla, Colombia. The syllabus sought to promote reading strategies in order to improve learners’ comprehension of natural science texts. The results of this intervention show that the use of academic texts with low achievers, who in turn can develop a good comprehension of different kind of texts, is possible if these students are aware of the structure of the texts they are reading and if they are provided with reading strategies that are appropriate for each genre.

  11. Accurate metacognition for visual sensory memory representations.

    Vandenbroucke, Annelinde R E; Sligte, Ilja G; Barrett, Adam B; Seth, Anil K; Fahrenfort, Johannes J; Lamme, Victor A F

    2014-04-01

    The capacity to attend to multiple objects in the visual field is limited. However, introspectively, people feel that they see the whole visual world at once. Some scholars suggest that this introspective feeling is based on short-lived sensory memory representations, whereas others argue that the feeling of seeing more than can be attended to is illusory. Here, we investigated this phenomenon by combining objective memory performance with subjective confidence ratings during a change-detection task. This allowed us to compute a measure of metacognition--the degree of knowledge that subjects have about the correctness of their decisions--for different stages of memory. We show that subjects store more objects in sensory memory than they can attend to but, at the same time, have similar metacognition for sensory memory and working memory representations. This suggests that these subjective impressions are not an illusion but accurate reflections of the richness of visual perception.

  12. Playing the Tune: Video Game Music, Gamers, and Genre

    Summers, Tim

    2011-01-01

    This article proposes a particular approach to video game music, advocating the usefulness of genre-based enquiry. Two generic levels are active in video game music: ‘interactive genre’ (the type of game/interactive mechanism) and ‘environmental genre’ (the ‘setting’ of the game). The interaction between these levels produces the game’s music. By examining games within the same interactive genre, even if the environmental genre is markedly different, we can begin to uncover similar concerns, ...

  13. On the genre-fication of music: a percolation approach

    Lambiotte, R.; Ausloos, M.

    2006-03-01

    We analyze web-downloaded data on people sharing their music library. By attributing to each music group usual music genres (Rock, Pop ...), and analysing correlations between music groups of different genres with percolation-idea based methods, we probe the reality of these subdivisions and construct a music genre cartography, with a tree representation. We also discuss an alternative objective way to classify music, that is based on the complex structure of the groups audience. Finally, a link is drawn with the theory of hidden variables in complex networks.

  14. Genre Analysis in the Frame of Systemic Functional Linguistics

    Najih Imtihani

    2012-08-01

    Full Text Available Systemic Functional Linguistics is a linguistics approach which cop-siders not only the structure of the language but also its social context. In the Systemic Functional Linguistics the concept of genre is defined as a step-by-step activity to reach the goal. The concept of genre is used to describe the cultural context in a language. According to this view, text should be seen and observed in its interaction with the context and social background. For that, the genre analysis will constantly involve the linguistic social context in the forms of field, tenor, mode, schematic structure and its realization in the text.

  15. Genre of khaghani’s elegies

    Alireza Shanazari

    2016-02-01

    Abolhasan Tahami’s elegy by Naser Mohseniniya and Arezu Yazdanpanah Kermani. In Persian courtesy, elegy is often versified and it may have different genres, but the most frequently used genre up to the end of 8th century is the ode, and fragment genre, Refrain and compounding are next ranks. Among Khaghani’s elegies, twenty-one elegies are composed in ode genre, sixteen of which have row and five others do not have any row.   After ode, Fragment genre has more applicability in Khaghani’s Divan in elegies. Generally, he composed nineteen Fragments about the courtier and religious men. Khaghani also composed four composite-tie about his son mourning and government’s personnel. One thing to be noticed by poet about elegy is the proportion of verse with subject. Most of prosodic verses couldn’t be used in elegy. From the beginning of Persian poetry to the end of 8th century, Ramal poetical meter (faelaton foot is the most usable and Gharib poetical metre (faoulon foot is less usable one among others. In Khaghani’s Divan Ramal poetical meter with fifteen cases, the most usable poetical meter is elegy. After future, Mozare octagonal poetical meter (mafoulo faelato mafailo faelon and khafif poetical meter (faelaton mafaelon faelon are placed next with six cases. Mojtas poetical meter (mafaelon faalaton mafaelon faelon monsareh poetical meter (moftaelon faelato moftaelon fa and gharib poetical meter (faoulon faoulon faoulon faal are less usable poetric matre in Khaghani’s Divan about composing elegy.   In Khaghani’s elegies like other poet’s elegies, imagination has been shown differently. Although Khaghani couldn’t hide his influence from the coming event, he also does not give up imagology. According to the conducted studies, one should say that Khaghani made nice images in elegy; images followed by formality, but its amount is less than Khaghani’s other odes. Simile is presented more than other imaginations in Khaghani’s elegies. Next step belongs to

  16. Metacognitions about smoking: a preliminary investigation.

    Nikčević, Ana V; Spada, Marcantonio M

    2010-01-01

    Preliminary research has indicated that metacognitions are involved in smoking. In the present study, we aimed to investigate whether specific facets of metacognition play a role in explaining smoking initiation and perseveration. Twelve individuals, self-identified as regular smokers and scoring a positive value on the Fagerström Test of Nicotine Dependence, were assessed using a semi-structured interview to investigate the following: (1) whether they held positive and/or negative metacognitive beliefs about smoking; (2) what their main goal in smoking was, and how they knew if they had achieved their goal; (3) how they directed their focus of attention when smoking; and (4) what they perceived the advantages and disadvantages of these attentional strategies to be. Results indicated that participants endorsed both positive and negative metacognitive beliefs about smoking and that the goal of smoking was to regulate negative emotion and/or to enhance cognitive functioning. Participants reported that they relied either on an internal signal, such as improvement in the emotional/cognitive state, or on a physical sign, in the form of a finished cigarette, to determine if they had achieved their goal. During an episode of smoking, half of the participants reported focusing their attention internally on thoughts and feelings or the sensations of smoking. The remainder of participants reported either an exclusively external focus of attention (e.g., the environment) or a varied focus of attention. Most participants were able to identify advantages to their attentional strategies, whereas two reported perceived disadvantages. The implications of the findings are discussed.

  17. Insight in psychosis: Metacognitive processes and treatment

    de Vos, Annerieke

    2016-01-01

    Insight is impaired in 50- 80% of the patients with schizophrenia. Annerieke de Vos working at GGZ Drenthe and the University Medical Hospital Groningen, aimed to elucidate which processes underlie impaired insight and tried to improve insight in patients by targeting these processes. On September 21st she will defend her thesis entitled: "Insight in psychosis. Metacognitive processes and treatment.". Patients with impaired insight may fail to recognize that things in life are not going well ...

  18. Dysfunctional Metacognitive Beliefs in Body Dysmorphic Disorder

    Zeinodini, Zahra; Sedighi, Sahar; Rahimi, Mandana Baghertork; Noorbakhsh, Simasadat; Esfahani, Sepideh Rajezi

    2016-01-01

    The present study aims to examine the correlation of body dysmorphic disorder, with metacognitive subscales, metaworry and thought-fusion. The study was conducted in a correlation framework. Sample included 155 high school students in Isfahan, Iran in 2013-2014, gathered through convenience sampling. To gather data about BDD, Yale-Brown Obsessive Compulsive Scale Modified for BDD was applied. Then, Meta Cognitive Questionnaire, Metaworry Questionnaire, and Thought-Fusion Inventory were used to assess metacognitive subscales, metaworry and thought-fusion. Data obtained from this study were analyzed using Pearson correlation and multiple regressions in SPSS 18. Result indicated YBOCS-BDD scores had a significant correlation with scores from MCQ (Pdysmorphic disorder was significantly related to metacognitive subscales, metaworry, and thought fusion in high school students in Isfahan, which is in line with previous studies. A deeper understanding of these processes can broaden theory and treatment of BDD, thereby improve the lives of sufferers and potentially protect others from developing this devastating disorder. PMID:26493420

  19. Prior expectations facilitate metacognition for perceptual decision.

    Sherman, M T; Seth, A K; Barrett, A B; Kanai, R

    2015-09-01

    The influential framework of 'predictive processing' suggests that prior probabilistic expectations influence, or even constitute, perceptual contents. This notion is evidenced by the facilitation of low-level perceptual processing by expectations. However, whether expectations can facilitate high-level components of perception remains unclear. We addressed this question by considering the influence of expectations on perceptual metacognition. To isolate the effects of expectation from those of attention we used a novel factorial design: expectation was manipulated by changing the probability that a Gabor target would be presented; attention was manipulated by instructing participants to perform or ignore a concurrent visual search task. We found that, independently of attention, metacognition improved when yes/no responses were congruent with expectations of target presence/absence. Results were modeled under a novel Bayesian signal detection theoretic framework which integrates bottom-up signal propagation with top-down influences, to provide a unified description of the mechanisms underlying perceptual decision and metacognition. Copyright © 2015 Elsevier Inc. All rights reserved.

  20. The genre mask: Rhetorical style and audience activation in the investigation film

    Gamaker, E.D.A.

    2015-01-01

    The Genre Mask discusses the use of genre and generic tropes as a mask for hidden or subversive meaning held beneath the familiar aesthetic of genre-observant film productions. This idea is approached from the perspective of genre classification and identification, and for the purposes of this study

  1. Clever Toolbox - the Art of Automated Genre Classification

    2005-01-01

    Automatic musical genre classification can be defined as the science of finding computer algorithms that a digitized sound clip as input and yield a musical genre as output. The goal of automated genre classification is, of course, that the musical genre should agree with the human classificasion....... This demo illustrates an approach to the problem that first extract frequency-based sound features followed by a "linear regression" classifier. The basic features are the so-called mel-frequency cepstral coefficients (MFCCs), which are extracted on a time-scale of 30 msec. From these MFCC features, auto......) is subsequently used for classification. This classifier is rather simple; current research investigates more advanced methods of classification....

  2. Slechtnieuwsbrieven als genre: leren via observaties van experts

    Leijten, Marielle; De Smet, Milou; Van Waes, Luuk

    2011-01-01

    Leijten, M., De Smet, M. J. R., & Van Waes, L. (2011, June). Slechtnieuwsbrieven als genre: leren via observaties van experts. Presentation at the Onderwijs Research Dagen (ORD), Maastricht, The Netherlands.

  3. A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students

    Lv, Fenghua; Chen, Hongxin

    2010-01-01

    Effective English writing has long been a challenge in English language teaching. With the development of cognitive psychology, metacognition has drawn more and more researchers' attention and provides a new perspective for EFL writing. Metacognitive theory mainly includes metacognitive knowledge and metacognitive strategy. Among all the learning…

  4. Cognition about Cognition: Metacognitive Therapy and Change in Generalized Anxiety Disorder and Social Phobia

    Wells, Adrian

    2007-01-01

    Metacognitive theory and therapy views the persistence of negative beliefs and thoughts as a result of metacognitions controlling cognition. This paper describes, with reference to the treatment of generalized anxiety disorder (GAD) and social phobia, how metacognition contributes to cognitive stability and to change. Metacognitive therapy offers…

  5. The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study

    Colombo, Barbara; Antonietti, Alessandro

    2017-01-01

    The positive role of metacognition in music learning and practice is well assessed, but the role of musicians' metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to…

  6. GENRE ANALYSIS IN TEACHING ENGLISH FOR PROFESSIONAL COMMUNICATION

    Klaudia Valdmanová

    2014-03-01

    Full Text Available During their studies of general English at secondary school students obtain knowledge of the forms and meaning of words used in everyday situations, knowledge of grammatical components and frequently occurring language functions. Then they enroll in university to study a profession. English for Professional Communication is usually a part of their curriculum. Within it, they need to acquire communicative competence enabling them to enter a discourse community of experts. In addition to learning the terminology used in a profession they have to acquire sociolingual and discourse competences as well including generic one. It is a challenge that English teachers face when they decide to enclose authentic genres into their teaching materials. This paper presents suggestions how written genres can be used in teaching English for nurses. Most of the discourse and genre analyses relate to face-to-face doctor-patient encounters and nurses´ computer-mediated communications. To my knowledge, less attention has been given to written genres of the nursing discourse. Therefore the paper presents the most important concepts of genre, explains the roles of genre in organizational communication and gives a brief description of the discourse community of nurses and ways it uses task-oriented and patient-oriented genres as mechanisms of interaction.It also explains the purpose of individual genres. In the process of creating materials for learning professional English one of the most important tasks is the selection of suitable texts as they should meet learners´ needs and represent texts used in practice. I consider a Nursing Care Plan for a key text. Therefore, I present a detailed analysis of its parts focused on their communicative functions, description of standardized lexis, grammar structures and broken grammar rules. I suggest a method how to teach the Nursing Care Plan genre in English lessons and present tasks leading to the acquisition of receptive

  7. Metacognitive Strategies in the Introduction to Political Science Classroom

    Lusk, Adam

    2016-01-01

    This article examines metacognitive-based teaching strategies and provides preliminary evidence about their effectiveness in the political science classroom. In a 2013 Fall semester Introduction to Political Science course, three metacognitive-based teaching strategies were designed and implemented for improving student learning through greater…

  8. The Metacognitions about Gambling Questionnaire: Development and psychometric properties.

    Caselli, Gabriele; Fernie, Bruce; Canfora, Flaviano; Mascolo, Cristina; Ferrari, Andrea; Antonioni, Maria; Giustina, Lucia; Donato, Gilda; Marcotriggiani, Antonella; Bertani, Andrea; Altieri, Antonella; Pellegrini, Eliana; Spada, Marcantonio M

    2018-03-01

    Recent research has suggested that metacognitions may play a role across the spectrum of addictive behaviours. The goal of our studies was to develop the first self-report scale of metacognitions about gambling. We conducted three studies with one community (n = 165) and two clinical (n = 110; n = 87) samples to test the structure and psychometric properties of the Metacognitions about Gambling Questionnaire and examined its capacity to prospectively predict severity of gambling. Findings supported a two factor solution consisting of positive and negative metacognitions about gambling. Internal consistency, predictive and divergent validity were acceptable. All the factors of the Metacognitions about Gambling Questionnaire correlated positively with gambling severity. Regression analyses showed that negative metacognitions about gambling were significantly associated to gambling severity over and above negative affect and gambling-specific cognitive distortions. Finally only gambling severity and negative metacognitions about gambling were significant prospective predictors of gambling severity as measured three months later. The Metacognitions about Gambling Questionnaire was shown to possess good psychometric properties, as well as predictive and divergent validity within the populations that were tested. Copyright © 2018 Elsevier B.V. All rights reserved.

  9. Metacognition and Control of Study Choice in Children

    Metcalfe, Janet; Finn, Bridgid

    2013-01-01

    Middle childhood may be crucial for the development of metacognitive monitoring and study control processes. The first three experiments, using different materials, showed that Grade 3 and Grade 5 children exhibited excellent metacognitive resolution when asked to make delayed judgments of learning (JOLs, using an analogue scale) or binary…

  10. Online Metacognitive Strategies, Hypermedia Annotations, and Motivation on Hypertext Comprehension

    Shang, Hui-Fang

    2016-01-01

    This study examined the effect of online metacognitive strategies, hypermedia annotations, and motivation on reading comprehension in a Taiwanese hypertext environment. A path analysis model was proposed based on the assumption that if English as a foreign language learners frequently use online metacognitive strategies and hypermedia annotations,…

  11. The development of metacognition in primary school learning environments

    de Jager, B; Jansen, M; Reezigt, G; Jansen, G.G.H.

    Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning

  12. Metacognition and Successful Learning Strategies in Higher Education

    Railean, Elena, Ed.; Alev Elçi, Ed.; Elçi, Atilla, Ed.

    2017-01-01

    Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. "Metacognition and Successful Learning Strategies in Higher…

  13. Using Strategy Instruction and Confidence Judgments to Improve Metacognitive Monitoring

    Huff, Jessica D.; Nietfeld, John L.

    2009-01-01

    Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum,…

  14. The Form is the Substance: Classification of Genres in Text

    2001-01-01

    particularly good discriminator for a horoscope genre, the fact that it is an astrological sign and appears with other terms deemed astrological may well be...denominator prior to taking logs.) A misclassification matrix example is shown in Table 3. The true genre tag is indicated by row and the classifier’s...classifiers and is true even for the Naïve Bayes classifier which does poorly with presentation features alone. Applying a threshold to the classifier output

  15. Evaluating music emotion recognition:Lessons from music genre recognition?

    Sturm, Bob L.

    2013-01-01

    A fundamental problem with nearly all work in music genre recognition (MGR)is that evaluation lacks validity with respect to the principal goals of MGR. This problem also occurs in the evaluation of music emotion recognition (MER). Standard approaches to evaluation, though easy to implement, do not reliably differentiate between recognizing genre or emotion from music, or by virtue of confounding factors in signals (e.g., equalization). We demonstrate such problems for evaluating an MER syste...

  16. Konstruksi Genre Dalam Film “the Lego Movie”

    Natalia, Vivi

    2014-01-01

    “The Lego Movie” adalah film animasi dari produsen film Warner Bros yang menceritakan kehidupan dan petualangan Emmet, seorang konstruksi bangunan yang salah terdeteksi sebagai orang spesial yang mampu menyelesaikan masalah dunia. Film ini adalah sebuah film yang membawa konvensi-konvensi genre yang berbeda dibanding film-film animasi lainnya. Peneliti melakukan analisis genre terhadap film “The Lego Movie” menggunakan 6 elemen menurut Jane Stoke, yaitu setting, lokasi, peristiwa naratif, plo...

  17. Analisis Gameplay Game Genre Virtual Pet

    Abi Senoprabowo

    2015-02-01

    Full Text Available Game adalah struktur interaktif yang membuat pemain berjuang menuju sebuah tujuan. Game dapat memberikan emosi dan mood, menghubungkan dengan orang latihan, sarana latihan, serta dapat memberikan edukasi. Salah satu game yang berkembang saat ini adalah game bergenre Virtual pet. Game virtual pet merupakan game simulasi memelihara sesuatu. Virtual pet memiliki gameplay yang menarik dan menyenangkan yang membuat pemain seolah-olah benar-benar memiliki binatang peliharaan mereka sendiri. Virtual pet dianggap oleh sebagian besar penggunanya dapat memberikan kegembiraan serta rasa kasih sayang karena tingkat interaksinya yang baik. Banyak pengembang game pemula yang mengembangkan genre ini sebagai game yang mereka buat karena kemudahaan dan tingkat penggunanya yang banyak. Akan tetapi banyak dari pengembang game pemula tidak memperhatikan tingkat keberlanjutan game virtual pet yang mereka buat sehingga membuat pemain cepat bosan. Pada penelitian ini, analisis game bergenre virtual pet yang sudah sukses dibuat seperti Zombigotchi, Tamagotchi Unicorn, dan Bird Land, diharapkan dapat membantu para pengembang game pemula agar mengetahui cara merancang dan mengembangkan game virtual pet dengan baik. Kata Kunci: game, gameplay, virtual pet

  18. Parental overprotection and metacognitions as predictors of worry and anxiety.

    Spada, Marcantonio M; Caselli, Gabriele; Manfredi, Chiara; Rebecchi, Daniela; Rovetto, Francesco; Ruggiero, Giovanni M; Nikčević, Ana V; Sassaroli, Sandra

    2012-05-01

    Parental overprotection may have a direct effect on worry through hindering children's exploration experiences and preventing the learning of action-oriented coping strategies (Cheron, Ehrenreich and Pincus, 2009; Nolen-Hoeksema, Wolfson, Mumme and Guskin, 1995) and an indirect effect through fostering the development of maladaptive metacognitions that are associated with the activation of worry and the escalation of anxiety (Wells, 2000). The aim was to investigate the relative contribution of recalled parental overprotection in childhood and metacognitions in predicting current levels of worry. A community sample (n = 301) was administered four self-report instruments to assess parental overprotection, metacognitions, anxiety and worry. Metacognitions were found to predict levels of worry independently of gender, anxiety and parental overprotection. They were also found to predict anxiety independently of gender, worry and parental overprotection. The combination of a family environment perceived to be characterized by overprotection and high levels of maladaptive metacognitions are a risk factor for the development of worry.

  19. Inaccurate Metacognitive Monitoring and Its Effects on Metacognitive Control and Task Outcomes in Self-Regulated L2 Learning

    Ranalli, Jim

    2018-01-01

    Accurate metacognitive monitoring of one's own knowledge or performance is a precondition for self-regulated learning; monitoring informs metacognitive control, which in turn affects task outcomes. Studies of monitoring accuracy and its connection to knowledge and performance are common in psychology and educational research but rare in instructed…

  20. Effects of a Metacognitive Reading Program on the Reading Achievement and Metacognitive Strategies of Students with Cases of Dyslexia

    Camahalan, Faye Marsha G.

    2006-01-01

    To study the effects of Metacognitve Reading Program on Reading achievement and metacognitive strategies of students with cases of dyslexia, the author conducted a single-case quasi-experimental. The conceptual framework of the study was based on the theories of cognitive processes stating that metacognition helps regulate the flow of information…

  1. Understanding the modeling skill shift in engineering: the impact of self-efficacy, epistemology, and metacognition

    Yildirim, Tuba Pinar

    . Finally, metacognition, or 'thinking about thinking', has an impact on the development of modeling strategies of students, when the impacts of four metacognitive dimensions are considered: awareness, planning, cognitive strategy and self-checking. Students who are better at self-checking show higher growth in their modeling abilities over the course of a year, compared to students who are less proficient at self-checking. The growth in modeling abilities is also moderated by the cognitive strategy and planning skills of the student. After some experience with modeling is attained, students who have enhanced skills in these two metacognitive dimensions are observed to do better in modeling. Therefore, inherent metacognitive abilities of students can positively affect the growth of modeling ability.

  2. Comprehension as a Basis for Metacognitive Judgments: Effects of Effort after Meaning on Recall and Metacognition

    Zaromb, Franklin M.; Karpicke, Jeffrey D.; Roediger, Henry L., III

    2010-01-01

    We examined free recall and metacognitive judgments of ambiguous sentences studied with and without clues to facilitate their comprehension. Sentences were either studied without clues, with clues meaningfully embedded, or with clues following a 10-s interval delay. After presentation, subjects made judgments of comprehension (JCOMPs) or judgments…

  3. Apparatus, Genre, and Spectatorship in the Classroom

    Man, Glenn

    2009-01-01

    The author describes how he instructs students in his introductory film course to show how one can reveal a film's ideological dimensions in teaching. In this article, the author traces the progress of his student's arc of learning, from their relative lack of awareness of film's influence on the construction of identity to a more sophisticated…

  4. On Specifying Media Representation of Reality in the Genre of News Story

    Ekaterina Aleksandrovna Mel'nikova

    2015-11-01

    Full Text Available The article highlights genre peculiarities of the news story that represents social event in media discourse as the mixture of invariant genre features and text realization variations. The author points to the entanglement of narration about the event constituents with the response commentaries and refers it to discursive circumstances in verbal presentation of a socially relevant event in the breaking news story format. The statement is verified with the interpretational analysis of news stories with the tag «Natural Disaster». It is proved that the narrative part is to ensure invariability of exactness and conciseness as the genre features of the text that describes an event or happening. To implement the tasks of making the plausibility of the information and increasing the interest to the news story the following types of response commentaries are incorporated into the text: the current commentary (witnesses' opinion or citations on impression, the pre-commentary (indication to connection between the main event and the prior ones, the post-commentary (information for the reader about possible consequences of the happening. Such mixture of ways that depict main and related events helps to solve one pragmatic goal of media discourse – having changed the perspective of event representation a journalist could not only attract the attention to the breaking news about natural disasters, but get a reader's respond to it. Being initiated by a journalist response commentaries help to enrich the details indirectly and raise the reader's awareness that he hasn't asked for. The article also contains generalization about stylistic implementation of the pre- and post-commentaries in the news breaking story.

  5. The influence of game genre on Internet gaming disorder.

    Na, Euihyeon; Choi, Inyoung; Lee, Taek-Ho; Lee, Hyeseon; Rho, Mi Jung; Cho, Hyun; Jung, Dong Jin; Kim, Dai-Jin

    2017-06-29

    Background and aims Although Internet gaming disorder (IGD) has been investigated in detail, minimal research has been conducted regarding the influence of different game genres on IGD. The aim of this study is to compare the characteristics of members of game genre-specific groups with IGD and to identify factors associated with IGD status in each group in a large sample of adults. Methods Internet games were categorized into four genres: real-time strategy games, massive multiplayer online role-playing games (MMORPG), sport games, and first-person shooter (FPS) games. Participants (n = 2,923) who usually played one of these games completed an anonymous online survey that collected sociodemographic, game usage pattern, and psychopathological assessment data. Results MMORPG and FPS game players more frequently met the criteria for IGD than participants in the other two groups. Differences between the IGD-suspected gamers within the genre-specific groups were observed for a few items, such as average game-playing time and the subscales of the behavioral activation system; however, the factors that contributed to the development of IGD within each game genre-specific group were found to be considerably different. Discussion and conclusions The findings of this study suggest that IGD is a stable psychiatric diagnosis encompassing users of a broad range of game genres. In addition, the development of strategies for the prevention of and early intervention on individuals at high risk for developing IGD may require consideration of the distinct characteristics identified as effective predictors of IGD in users of each game genre.

  6. Genre-adaptive Semantic Computing and Audio-based Modelling for Music Mood Annotation

    Saari, Pasi; Fazekas, György; Eerola, Tuomas

    2016-01-01

    This study investigates whether taking genre into account is beneficial for automatic music mood annotation in terms of core affects valence, arousal, and tension, as well as several other mood scales. Novel techniques employing genre-adaptive semantic computing and audio-based modelling are prop......This study investigates whether taking genre into account is beneficial for automatic music mood annotation in terms of core affects valence, arousal, and tension, as well as several other mood scales. Novel techniques employing genre-adaptive semantic computing and audio-based modelling...... related to a set of 600 popular music tracks spanning multiple genres. The results show that ACTwg outperforms a semantic computing technique that does not exploit genre information, and ACTwg-SLPwg outperforms conventional techniques and other genre-adaptive alternatives. In particular, improvements......-based genre representation for genre-adaptive music mood analysis....

  7. Literêre genre van die Daniëlverhale

    M. Nel

    2001-08-01

    Full Text Available Literary genre of the stories in die Book of Daniel The literary genre of the stories in the book of Daniel has acquired a central position in modern research. Most researchers agree that the stories contain material that is older than the visions contained in Daniel 7-12. Corresponding to the narrative of Daniel and his three friends the following can be listed: the biblical stories of Joseph and Esther; the Assyrian story of Ahikar; the stories of Tobit and Judith; Daniel and Susannah; Daniel, Bel and the Snake; and the story in 1 Esdras 3:1-4:63. The issue regarding the genre of these narratives thus should be addressed. The article proposes that the Daniel stories be read as wisdom literature. Furthermore, the different opinions of the following researchers are discussed: W.L. Humphreys, J.J. Collins, R.R. Wilson, P.R. Davies, G.W.E. Nickelsburg, as well as S. Niditch and R. Doran. The conclusion arrived at is that no consensus on the classification of the genre of the stories exists and that the lack of a standardised system in the classification of genre hampers the discussion.

  8. Genre Fotografi yang Diminati oleh Fotografer di Indonesia

    Agnes Paulina Gunawan

    2014-10-01

    Full Text Available When speaking of progress, photography is one of the things that is experiencing a quite vast development, and relatively wide in terms of technology or its visual feature. What it means by visual feature here is that in a long period of time, a lot has changed in its idea or concept. Also, it means the print media, or even its printing technique. Moreover he most basic of all is its character of the result in the photo itself. Whether the object taken, moment or time of the photo shoot, all these factors quite represent several genres in photography. For example, if the photography is making a human being to become its model, it might mean a modeling photo shoot, kids, or family photo shoot. Also it might mean a studio/indoor photo shoot or an outdoor photo shoot, when speaking of genre category. If the photo taken is a moment or an event, it might be a journalistic genre or a documentation one. Several themes or visual feature in a photo shoot will become one of the aspects for us the subject to be able to categorize the kind of genre they are. Hence, those genres definitely serve different functions. 

  9. Exploiting link structure for web page genre identification

    Zhu, Jia; Xie, Qing; Yu, Shoou I.; Wong, Wai Hung

    2015-01-01

    As the World Wide Web develops at an unprecedented pace, identifying web page genre has recently attracted increasing attention because of its importance in web search. A common approach for identifying genre is to use textual features that can be extracted directly from a web page, that is, On-Page features. The extracted features are subsequently inputted into a machine learning algorithm that will perform classification. However, these approaches may be ineffective when the web page contains limited textual information (e.g., the page is full of images). In this study, we address genre identification of web pages under the aforementioned situation. We propose a framework that uses On-Page features while simultaneously considering information in neighboring pages, that is, the pages that are connected to the original page by backward and forward links. We first introduce a graph-based model called GenreSim, which selects an appropriate set of neighboring pages. We then construct a multiple classifier combination module that utilizes information from the selected neighboring pages and On-Page features to improve performance in genre identification. Experiments are conducted on well-known corpora, and favorable results indicate that our proposed framework is effective, particularly in identifying web pages with limited textual information. © 2015 The Author(s)

  10. Exploiting link structure for web page genre identification

    Zhu, Jia

    2015-07-07

    As the World Wide Web develops at an unprecedented pace, identifying web page genre has recently attracted increasing attention because of its importance in web search. A common approach for identifying genre is to use textual features that can be extracted directly from a web page, that is, On-Page features. The extracted features are subsequently inputted into a machine learning algorithm that will perform classification. However, these approaches may be ineffective when the web page contains limited textual information (e.g., the page is full of images). In this study, we address genre identification of web pages under the aforementioned situation. We propose a framework that uses On-Page features while simultaneously considering information in neighboring pages, that is, the pages that are connected to the original page by backward and forward links. We first introduce a graph-based model called GenreSim, which selects an appropriate set of neighboring pages. We then construct a multiple classifier combination module that utilizes information from the selected neighboring pages and On-Page features to improve performance in genre identification. Experiments are conducted on well-known corpora, and favorable results indicate that our proposed framework is effective, particularly in identifying web pages with limited textual information. © 2015 The Author(s)

  11. Patterns of choices on video game genres and Internet addiction.

    Floros, Georgios; Siomos, Konstantinos

    2012-08-01

    In this study, we attempt to identify motives pivotal in choices made regarding online and offline game genres and assess whether they are meaningful predictors of Internet addiction. A separate goal was to determine how an assessment of Internet-related cognitions compares to criteria-based research instruments on Internet addiction, and demonstrate its clinical usefulness. We are using data from a cross-sectional study of the entire adolescent student population aged 12-18 of the island of Kos. Results indicate that specific game genres and motives for choosing a game are important predictors of Internet addiction, even after accounting for sociodemographic and Internet-use-related variables. Gender differences are not statistically important when we account for genre choices and motives for choosing them. Boys' thought content tends to revolve more around their Internet use compared to girls. Several patterns of motives to play specific genres were identified with the help of a canonical correlation analysis, demonstrating the fact that the simple observation of overt behavior is not enough to deduce the meaning of these actions for the individual. Using multiple measures of online addiction, examining genre preferences and underlying motives for choosing a game can be helpful in reaching a better understanding of the individual game player.

  12. Improving metacognitive skills in geosciences to preserve the quality of divulged information

    Arattano, Massimo; Gatti, Albertina

    2017-04-01

    The commitment to communicate and divulge the knowledge acquired and/or produced during the course of his professional activity, has certainly always been one of the ethical duties of the geologist and/or the geoscientist. Nowadays this duty must be pursued paying also great attention to the quality with which the information is expressed, both orally and in written form, given the much greater spreading that it usually undergoes through the Internet. Thus it has become part of the ethical duties of the geologist to take care of the quality of the information and knowledge he produces. Consequently, it has become crucial for Universities and teaching Institutions to devote some efforts to improve the metacognitive skills of all those who work and are involved in the broad field of the earth sciences. Metacognitive skills are in fact essential to reach a high quality of communication. Metacognition can be defined as the process of thinking about thinking and developing self-awareness and the ability to self-assess. It is contemplation about one's education and learning - past, present, and future - which implies knowledge and control of one's learning processes. During experimental classes devoted to improve metacognitive skills, it was often discovered that people who have higher-order thinking abilities, lack the communication skills needed to relay them adequately. It may also be difficult for them to convey some of the more abstract or complex ideas. The reason that has been found for this situation is a lack of training in communication and a too poor mastery of lexicon, which becomes a severe shortcoming in an era of great proliferation of our dictionary due to the strong undergoing technological development of our society. A specific research carried out within the IRPI Institute to improve this scenario, has led to the creation of a specific training and to the development of specific exercises devoted to the enhancement of communication and expressive

  13. Between solidarity and argument: Interpersonal negotiation in two legal genres

    Krisda Chaemsaithong

    2016-11-01

    Full Text Available This study presents a comparative examination of interpersonal negotiation in two monologic courtroom genres: the opening statement and closing argument. Drawing upon a corpus of three high-profile American trials, the quantitative and qualitative analysis identifies the traces and degree of the jury’s presence through lexico-grammatical resources, and reveals distinct interactional patterns, which are indicative of the interactive goals of the two speech genres. Such relational practice does not merely “oil the wheels” of courtroom communication, but also constitutes a key way in the meaning-making process of these genres. The findings attest to the centrality of relational work in accomplishing transactional goals in institutional discourses.

  14. Anthropology and Genre: Science Fiction – Communication of Identity

    Bojan Žikić

    2016-02-01

    Full Text Available Genre production uses the shared nature of cultural communication in order to establish certain kinds and models of cultural identity, and these identities go on to have a social and cultural existence outside genre communication. Anthropology insists on the shared nature of cultural communication, more precisely, on the fact that those who shape the information transmitted in this way have to share its code with the intended recipients. The anthropological study of genres is actually the study of certain cultural artefacts characteristic of the societies and cultures in which they have been created. on the fact that those who shape the information transmitted in this way have to share its code with the intended recipients. The anthropological study of

  15. Automatic music genres classification as a pattern recognition problem

    Ul Haq, Ihtisham; Khan, Fauzia; Sharif, Sana; Shaukat, Arsalan

    2013-12-01

    Music genres are the simplest and effect descriptors for searching music libraries stores or catalogues. The paper compares the results of two automatic music genres classification systems implemented by using two different yet simple classifiers (K-Nearest Neighbor and Naïve Bayes). First a 10-12 second sample is selected and features are extracted from it, and then based on those features results of both classifiers are represented in the form of accuracy table and confusion matrix. An experiment carried out on test 60 taken from middle of a song represents the true essence of its genre as compared to the samples taken from beginning and ending of a song. The novel techniques have achieved an accuracy of 91% and 78% by using Naïve Bayes and KNN classifiers respectively.

  16. Music genre classification via likelihood fusion from multiple feature models

    Shiu, Yu; Kuo, C.-C. J.

    2005-01-01

    Music genre provides an efficient way to index songs in a music database, and can be used as an effective means to retrieval music of a similar type, i.e. content-based music retrieval. A new two-stage scheme for music genre classification is proposed in this work. At the first stage, we examine a couple of different features, construct their corresponding parametric models (e.g. GMM and HMM) and compute their likelihood functions to yield soft classification results. In particular, the timbre, rhythm and temporal variation features are considered. Then, at the second stage, these soft classification results are integrated to result in a hard decision for final music genre classification. Experimental results are given to demonstrate the performance of the proposed scheme.

  17. BIOGRAPHY GENRE IN RUSSIAN LITERATURE: EUROPEAN AND BRITISH INFLUENCES

    Eugenia V. Ivanova

    2016-12-01

    Full Text Available The article examines the development of the genre of biography and life writing that influenced Russian biographical tradition. This tradition stems from Plutarch’s Comparative Biographies that influenced English life writing represented by such names as James Boswell, Lytton Strachey, and others. Philosophical premises of the English biography genre are to be found in the treatise Heroes, HeroWorship, and The Heroic in History (1841 by Thomas Carlyle. French tradition represented by Gaston Tissandier’s book Science Martyrs pursued the opposite aim: to honor ordinary scientists and inventors, responsible for the technical advance of the modern civilization. Wilhelm Dilthey and Georg Simmel practiced a different approach to life writing in that they conceived biography as the history of the person’s spiritual development. This conception had direct influence on the theorists of biography genre in Russia, G. O. Vinokur, and A. G. Gabrichevsky.

  18. “The Naming of Cats”: Automated Genre Classification

    Yunhyong Kim

    2007-07-01

    Full Text Available This paper builds on the work presented at the ECDL 2006 in automated genre classification as a step toward automating metadata extraction from digital documents for ingest into digital repositories such as those run by archives, libraries and eprint services (Kim & Ross, 2006b. We have previously proposed dividing features of a document into five types (features for visual layout, language model features, stylometric features, features for semantic structure, and contextual features as an object linked to previously classified objects and other external sources and have examined visual and language model features. The current paper compares results from testing classifiers based on image and stylometric features in a binary classification to show that certain genres have strong image features which enable effective separation of documents belonging to the genre from a large pool of other documents.

  19. Genre, the organization of knowledge and everyday life

    Andersen, Jack

    2017-01-01

    as a communicative activity in everyday life. Method. This is a text-based argument which pulls together different sources for developing and discussing the contention. Analysis. I will start out with some brief reflections on digital media and communicative interaction. From there I will look into some steps...... already made toward understanding knowledge organization as an everyday activity, before providing some examples of how the organization of knowledge in digital media can be understood as genre-based communication in everyday life. Results. Due to the saturation of digital media in everyday life, genre...

  20. Music Genre Classification using the multivariate AR feature integration model

    Ahrendt, Peter; Meng, Anders

    2005-01-01

    informative decisions about musical genre. For the MIREX music genre contest several authors derive long time features based either on statistical moments and/or temporal structure in the short time features. In our contribution we model a segment (1.2 s) of short time features (texture) using a multivariate...... autoregressive model. Other authors have applied simpler statistical models such as the mean-variance model, which also has been included in several of this years MIREX submissions, see e.g. Tzanetakis (2005); Burred (2005); Bergstra et al. (2005); Lidy and Rauber (2005)....

  1. Mapping the game landscape: Locating genres using functional classification

    Dahlskog, Steve; Kamstrup, Andreas; Aarseth, Espen J.

    2009-01-01

    Are typical computer game genres still valid descriptors and useful for describing game structure and game content? Games have changed from simple to complex and from single function to multi function. By identifying structural differences in game elements we develop a more nuanced model to categ......Are typical computer game genres still valid descriptors and useful for describing game structure and game content? Games have changed from simple to complex and from single function to multi function. By identifying structural differences in game elements we develop a more nuanced model...

  2. Legitimacy, Self-Interpretation and Genre in Media Industries

    Alacovska, Ana

    2015-01-01

    . In contrast to prevalent theorisations of paratexts as simultaneous hermeneutic and marketing frameworks that regulate a reader’s interpretive practices (reception) and/or media purchasing habits (consumption), I suggest that paratexts are vehicles through which media production companies engage in auto-communication......, that is, self-interpret with a view to legitimating an ethical, virtuous and authentic institutional self. I furthermore suggest that a media company’s paratextual legitimation efforts unfold in reference to the genre, under the label of which its media products are produced, promoted and distributed....... Genres are central to media institutions’ legitimacy, while the paratext is the principal conduit through which legitimation is conveyed....

  3. Co-occurrence Models in Music Genre Classification

    Ahrendt, Peter; Goutte, Cyril; Larsen, Jan

    2005-01-01

    Music genre classification has been investigated using many different methods, but most of them build on probabilistic models of feature vectors x\\_r which only represent the short time segment with index r of the song. Here, three different co-occurrence models are proposed which instead consider...... genre data set with a variety of modern music. The basis was a so-called AR feature representation of the music. Besides the benefit of having proper probabilistic models of the whole song, the lowest classification test errors were found using one of the proposed models....

  4. Improving Music Genre Classification by Short-Time Feature Integration

    Meng, Anders; Ahrendt, Peter; Larsen, Jan

    2005-01-01

    Many different short-time features, using time windows in the size of 10-30 ms, have been proposed for music segmentation, retrieval and genre classification. However, often the available time frame of the music to make the actual decision or comparison (the decision time horizon) is in the range...... of seconds instead of milliseconds. The problem of making new features on the larger time scale from the short-time features (feature integration) has only received little attention. This paper investigates different methods for feature integration and late information fusion for music genre classification...

  5. Comparison of Mathematics and Humanitarian Sciences Students’ Metacognitive Strategies

    Gholam Hossein Javanmard

    2014-09-01

    Full Text Available Abstract The purpose of this study was to compare the differences of using meta-cognitive strategies in high school students who study in the fields of mathematics and humanities. For do this, 140 high school students were selected randomly. The Swanson’s Meta-cognition Strategies Test was administrated for sample groups. The acquired means for two regroups were compared with t-test for two independent groups’ method. Results indicated that two groups were meaningfully differed from each other (sig=0.01 in using meta-cognitive strategies, and mean of students in mathematics field were high. Also there was a meaningful difference in task component between two groups (sig=0.002, and the mean of students in mathematics field was higher than from students in humanities field in this component. The high school students in mathematics field use more metacognitive strategies, especially task component, than the students in humanities field.

  6. Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

    Hossein Bozorgian

    2013-01-01

    Full Text Available A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.

  7. Reading comprehension metacognitive strategies as a means for controlling behavior

    Dinorah Aladina Caballero López

    2014-07-01

    Full Text Available Textual comprehension implies the use of various metacognitive strategies by the students when they have to face a text to be competent readers. That is why the objective of this article is to illustrate the application of metacognitive strategies in order to achieve an efficient textual comprehension, taking into account the self – regulation the student exerts over his own learning process. It is applied as the main method historical-logical studies based on a professional-researching systematic practice; at the same time observation is largely used. The main result is the introduction of metacognitive strategies in reading comprehension, which subsequently favor the self-control of personal behavior. The article is the result of a research project sponsored by the department of Special Education. Key words: reading comprehension, metacognitive strategies, behavior self-control.

  8. The development of metacognitive-based genetic learning ...

    The development of metacognitive-based genetic learning Instruments at senior ... The results of the research are learning instrument product and textbook whose ... that these instruments have satisfied the criteria: very valid and very ideal.

  9. Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

    Alev Girli

    2017-09-01

    Full Text Available The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD, academic self-efficacy and the concept of self, in comparison to their typically developing (TD peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children’s Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth,sixth, seventh and eighth grades in İzmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.

  10. Supporting awareness in creative group work by exposing design rationale

    Umer Farooq

    2011-01-01

    Full Text Available When creativity is taken as a long-term, complex, and collaborative activity, support for awareness is required for group members to monitor the development of ideas, track how these ideas became narrowed, and understand how alternatives are being implemented and integrated by colleagues. In this paper, we investigate the effects of exposing design rationale to convey awareness, specifically activity awareness, in group creativity. Through evaluating a prototype, we investigate status updates that convey design rationale, and to what consequences, in small groups in fully distributed collaboration. We found that status updates are used for a variety of purposes and that participants’ comments on their collaborators’ status updates provided feedback. Overall, results suggest that participants’ awareness about their collaborators’ future plans increased over time. Majority of participants found the status updates useful, particularly those with higher metacognitive knowledge. Based on our results, two design strategies for activity awareness are proposed.

  11. Metacognitive Online Reading Strategies Applied by EFL Students

    İnceçay, Görsev

    2013-01-01

    ABSTRACTThe purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies wh...

  12. Metacognition Assessment Interview: Instrument description and factor structure

    Giovanni Pellecchia

    2015-12-01

    Full Text Available Objective: Metacognition is a multi-component psychological construct, characterised by the ability to identify and describe one’s own mental states and those of others. Evidence has been found for an association between deficits in metacognitive abilities and poor social functioning, low quality of life, psychopathology, and symptoms in Personality Disorders (PDs. However, to date, there are few psychometrically validated instruments available for assessing the different components of metacognition. A semi-structured interview, the Metacognition Assessment Interview (MAI, has been developed to evaluate different domains of metacognition. In the present study, we investigated the psychometric properties of the MAI in an outpatient clinical sample. Method: The MAI was administered to a clinical population of 306 outpatients attending a private clinical centre. Exploratory factor analysis, confirmatory factor analysis and correlation with instruments assessing alexithymia and interpersonal problems were carried out to examine the dimensionality and validity of the MAI. Result: Explorative and confirmatory factor analyses revealed a good fit for both a two-factor model and a four-factor model of metacognition. The two-factor model yielded two main dimensions, which we named: Self domain, defined as self-reflection, and Other domain, defined as critical distancing from one’s own mental state and that of others. The four-factor solution is composed of four sub-domains: monitoring, integration, differentiation and decentration. Moreover, the MAI showed good convergent validity, with significant correlations with both alexithymia and interpersonal problems. Conclusions: These results confirm that the MAI is a reliable instrument for measuring metacognition and its different sub-domains. In particular, the MAI represents a useful and flexible instrument for the assessment of metacognition impairments in different psychopathologies and it can provide

  13. Metacognition assessment interview: Instrument description and factor structure

    Pellecchia, Giovanni; Moroni, Fabio; Carcione, Antonino; Colle, Livia; Dimaggio, Giancarlo; Nicolò, Giuseppe; Pedone, Roberto; Procacci, Michele; Semerari, Antonio

    2015-01-01

    Objective: Metacognition is a multi-component psychological construct, characterised by the ability to identify and describe one’s own mental states and those of others. Evidence has been found for an association between deficits in metacognitive abilities and poor social functioning, low quality of life, psychopathology, and symptoms in Personality Disorders (PDs). However, to date, there are few psychometrically validated instruments available for assessing the different components of metac...

  14. Metacognitive reflection and insight therapy (MERIT) for patients with schizophrenia.

    de Jong, S; van Donkersgoed, R J M; Timmerman, M E; Aan Het Rot, M; Wunderink, L; Arends, J; van Der Gaag, M; Aleman, A; Lysaker, P H; Pijnenborg, G H M

    2018-04-25

    Impaired metacognition is associated with difficulties in the daily functioning of people with psychosis. Metacognition can be divided into four domains: Self-Reflection, Understanding the Other's Mind, Decentration, and Mastery. This study investigated whether Metacognitive Reflection and Insight Therapy (MERIT) can be used to improve metacognition. This study is a randomized controlled trial. Patients in the active condition (n = 35) received forty MERIT sessions, the control group (n = 35) received treatment as usual. Multilevel intention-to-treat and completers analyses were performed for metacognition and secondary outcomes (psychotic symptomatology, cognitive insight, Theory of Mind, empathy, depression, self-stigma, quality of life, social functioning, and work readiness). Eighteen out of 35 participants finished treatment, half the drop-out stemmed from therapist attrition (N = 5) or before the first session (N = 4). Intention-to-treat analysis demonstrated that in both groups metacognition improved between pre- and post-measurements, with no significant differences between the groups. Patients who received MERIT continued to improve, while the control group returned to baseline, leading to significant differences at follow-up. Completers analysis (18/35) showed improvements on the Metacognition Assessment Scale (MAS-A) scales Self Reflectivity and metacognitive Mastery at follow-up. No effects were found on secondary outcomes. On average, participants in the MERIT group were, based on MAS-A scores, at follow-up more likely to recognize their thoughts as changeable rather than as facts. MERIT might be useful for patients whose self-reflection is too limited to benefit from other therapies. Given how no changes were found in secondary measures, further research is needed. Limitations and suggestions for future research are discussed.

  15. Le genre en jeu. De la construction du genre dans les interactions en tennis de table

    Rémi Richard

    2012-05-01

    Full Text Available À travers le cas d’un groupe de pongistes, cet article s’attache à mettre au jour les processus de construction du genre dans une pratique sportive mixte. À partir des propositions américaines des gender studies et plus particulièrement la notion de performativité qui replace l’individu au centre du processus de construction sociale de la réalité, nous allons tenter de saisir les procédés mis en œuvre par ces sportifs pour produire des normes de genre. Les observations et les entretiens réalisés montrent que tous les éléments de la situation sportive constituent une occasion de « faire » le genre : l’espace, les temps sportifs, la logique de l’activité et, bien sûr, les discours des sportifs sont mis au service d’une masculinisation du tennis de table.Gender game. About the construction of gender in the interactions in table tennisThrough the case of a group of table tennis players, this article attempts to bring to light the processes of gender construction in a mixed sports practice. From the American propositions of gender studies, and more particularly the concept of performativity which replaces the individual in the center of the process of social construction of the reality, we are going to try to seize the strategies implemented by these table tennis players to produce norms of gender. The observations and interviews realized show that all the elements of the sport situation are an opportunity "to do" gender: space, time, logic of the activity and of course speeches of the players service a masculinizing of table tennis.El género en juego. La construcción del género en las interacciones en el tenis de mesaA través el caso de un grupo de tenistas de mesa, este artículo tiene como objeto el poner en evidencia los procesos de construcción de género en una actividad deportiva mixta. A partir de las proposiciones americanas de los gender studies y en particular la noción de «performatividad» que

  16. Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

    Wei Han Hong

    2015-08-01

    Full Text Available Background: Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim: This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. Methods: The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students’ year-end results were used to measure their academic performance. Results: A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students’ academic result was moderate. Conclusions: The improvement in students’ metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.

  17. Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills

    Jean A. Cardinale

    2017-05-01

    Full Text Available Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses.

  18. Metacognitive interpersonal therapy for co-occurrent avoidant personality disorder and substance abuse.

    Dimaggio, Giancarlo; D'Urzo, Maddalena; Pasinetti, Manuela; Salvatore, Giampaolo; Lysaker, Paul H; Catania, Dario; Popolo, Raffaele

    2015-02-01

    Many patients with substance abuse problems present with co-occurrent cluster C personality disorders. Focusing on both disorders disrupts the maintenance mechanisms and the vicious cycle between the 2 conditions; however, treatment teams often neglect this issue. In this work, we describe the features of metacognitive interpersonal therapy as applied to a man with avoidant and depressive personality disorders and heroin, cocaine, and alcohol abuse. Psychotherapy proceeded through the following steps: (a) conducting drug therapy to deal with symptoms of abstinence from heroin; (b) forming a therapeutic bond to overcome the patient's severe emotional withdrawal; (c) fostering basic metacognitive capacities such as awareness of emotions and their triggers; (d) sharing formulations of maladaptive interpersonal schemas and descriptions of the associated states of mind; (e) conveying an understanding of the link between interpersonal events (recent ones and traumatic memories) and substance abuse; (f) facilitating the acquisition of critical distance from maladaptive schemas; and (g) promoting the use of adaptive coping skills instead of resorting to substance abuse. Implications for generalizing these procedures to the treatment of other patients with co-occurrent personality disorders and substance abuse are described. © 2014 Wiley Periodicals, Inc.

  19. The Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners

    Hooshang Khoshsima

    2015-02-01

    Full Text Available Reading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible versatile vehicles if the readers are aware and cognizant of their applications. This paper studied the most frequent used strategies by Iranian ESP students. Fifty six students completed 30-item questionnaire of MARSI (2002. It included three strategy categories: Problem Solving strategies (PROB, Global Reading strategies (GLOB, and Support strategies (SUP. Results indicated that students at the highest level perceived PROB strategies up to 58.93%, SUP strategies up to 32.14%, and GLOB strategies up to 30.37%. Ranking the individual strategies represented that the highest used strategies are strategy 8 (overall mean= 3.51, strategy 20 (overall mean=3.52 and strategy 11 (overall mean=3.77. Keywords: ESP, Metacognitive strategies, Problem Solving strategies, Global Reading strategies, Support strategies

  20. A genre analysis of English language research grant proposal abstracts in Chile

    Matzler, Pascal P

    2014-01-01

    The writing of English-language research genres represent a challenging task for non-native-speaker researchers. Grant proposals, in particular, are a high-stakes genre that will greatly influence a researcher’s career development opportunities; however, novice researchers are faced with an urgent lack of publicly available exemplars or teaching materials for this genre. The present study attempts to address this issue by means of Swalesian genre analysis. First, a move system analysis is app...

  1. Teenage sexual attitudes, norms, desires and intentions: The impact of preferred musical genres

    Agbo-Quaye, Sena

    2006-01-01

    This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University. This thesis focuses on teenage sexual attitudes and norms as moderated by their preferred music genre. The research questions addressed here are: What are the genre differences in lyrical representations of relationships and male and female characteristics? What are young peoples' perceptions of the impact of these genre differences on their lives? How does genre preference influence...

  2. Topic Modeling Genre: An Exploration of French Classical and Enlightenment Drama

    Schöch, Christof

    2015-01-01

    This version of the article is outdated. Please consider a more recent version here: https://zenodo.org/record/166356. The concept of literary genre is a highly complex one: not only are different genres frequently defined on several, but not necessarily the same levels of description, but consideration of genres as cognitive, social, or scholarly constructs with a rich history further complicate the matter. This contribution focuses on thematic aspects of genre with a quantitative approa...

  3. Suicide Awareness

    ... View Cart | ({{Header.numItems}} Item s ) Home Health & Wellness Mental Health Suicide March 15, 2018 @ 9:56 AM | 3 Min Read | 10105 Views Suicide Awareness Suicide is a serious concern in military communities; ...

  4. Who Knows? Metacognitive Social Learning Strategies.

    Heyes, Cecilia

    2016-03-01

    To make good use of learning from others (social learning), we need to learn from the right others; from agents who know better than we do. Research on social learning strategies (SLSs) has identified rules that focus social learning on the right agents, and has shown that the behaviour of many animals conforms to these rules. However, it has not asked what the rules are made of, that is, about the cognitive processes implementing SLSs. Here, I suggest that most SLSs depend on domain-general, sensorimotor processes. However, some SLSs have the characteristics tacitly ascribed to all of them. These metacognitive SLSs represent 'who knows' in a conscious, reportable way, and have the power to promote cultural evolution. Copyright © 2015 Elsevier Ltd. All rights reserved.

  5. Variable discursive constructions of three genres of science ...

    The present study reports on a comparison of the research article, university textbook and science news article as a preamble to capturing ideological differences between these three genres of scientific writing. The linguistic dimension to the comparison relies on Systemic Functional Linguistics, specifically the ...

  6. Language Genre Transitions in a Secondary School Physics Classroom

    Bower, M. W.; Ellerton, N. F.

    2007-01-01

    The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…

  7. Parasitisme de Dacryodes edulis par le genre Tapinanthus ...

    SARAH

    31 août 2013 ... Parasitisme de Dacryodes edulis par le genre. Tapinanthus (Loranthaceae) et répartition de la myrmécofaune associée à Logbessou Plateau. (Douala, Cameroun). Massako F1*, Tchatat M2, Mony R3, Ladoh Yemeda CF1, Dibong SD1,4,5. 1Laboratoire de Biologie et Physiologie des Organismes ...

  8. GENRE MIGRATION IN “ARTIST” BY NIKOLA PETROV

    Bogdan ALEXANDROV

    2016-10-01

    Full Text Available The study aims at identifying, examining and analyzing the Dynamics in the genre of the picture “Artist” by Nikola Petrov and the reasons for its migration aspirations. Evidence is argumentatively applied in defence of the thesis that at different stages of the artistic life of the work it comes under three well-grounded distinct painting genres; self-portrait, portrait (single and double and one figure composition (with the “presence” of a latent image. The hypothesis of genre migration is built on the basis of circumstances and facts that “accompany” the work from its creation till becoming part of a donation by the heirs of the author to a gallery in his hometown. An idea is argued that the simultaneous presence of several genres in the painting is unique for Bulgarian art from the early 20th century, which dimensions could only be rationalized when compared with current ideas and practices in art and nowadays views of portraying in particular. An inference is made in the text by proving that the hypothesis also applies to subsequent paradigm shifts with the time regarding portraying.

  9. Flow Genres: The Varieties of Video Game Experience

    Hrabec, O.; Chrz, Vladimír

    2015-01-01

    Roč. 7, č. 1 (2015), s. 1-19 ISSN 1942-3888 R&D Projects: GA ČR(CZ) GAP407/12/2432 Institutional support: RVO:68081740 Keywords : flow * optimal experience * genre * video game Subject RIV: AN - Psychology

  10. Music Genre Classification Using MIDI and Audio Features

    Cataltepe, Zehra; Yaslan, Yusuf; Sonmez, Abdullah

    2007-12-01

    We report our findings on using MIDI files and audio features from MIDI, separately and combined together, for MIDI music genre classification. We use McKay and Fujinaga's 3-root and 9-leaf genre data set. In order to compute distances between MIDI pieces, we use normalized compression distance (NCD). NCD uses the compressed length of a string as an approximation to its Kolmogorov complexity and has previously been used for music genre and composer clustering. We convert the MIDI pieces to audio and then use the audio features to train different classifiers. MIDI and audio from MIDI classifiers alone achieve much smaller accuracies than those reported by McKay and Fujinaga who used not NCD but a number of domain-based MIDI features for their classification. Combining MIDI and audio from MIDI classifiers improves accuracy and gets closer to, but still worse, accuracies than McKay and Fujinaga's. The best root genre accuracies achieved using MIDI, audio, and combination of them are 0.75, 0.86, and 0.93, respectively, compared to 0.98 of McKay and Fujinaga. Successful classifier combination requires diversity of the base classifiers. We achieve diversity through using certain number of seconds of the MIDI file, different sample rates and sizes for the audio file, and different classification algorithms.

  11. Genre of Music and Lyrical Content: Expectation Effects.

    Ballard, Mary E; Dodson, Alan R; Bazzini, Doris G

    1999-12-01

    This study was designed to examine whether people's expectations differ regarding how music lyrics affect individual behavior as a function of music genre. Because legislative attention and media publicity have been biased against certain types of popular music (i.e., heavy metal and rap), the authors expected that those genres of music would be viewed more negatively than other genres of popular music, for which there has been little or no negative publicity (i.e., pop and country). Participants (N = 160 college students) rated their perceptions of how the lyrical content of a song would affect listeners' behavior. The authors presented prosocial or antisocial lyrical passages to students (N = 160) under the guise of four musical genres (heavy metal, rap, pop, and country). Participants rated the potential impact of the lyrics on listeners' behavior. Findings indicated that lyrics labeled as heavy metal or rap were perceived as less likely to inspire prosocial behavior but not more likely to inspire antisocial behavior than the same lyrics labeled as country or pop.

  12. Music Genre Classification Using MIDI and Audio Features

    Abdullah Sonmez

    2007-01-01

    Full Text Available We report our findings on using MIDI files and audio features from MIDI, separately and combined together, for MIDI music genre classification. We use McKay and Fujinaga's 3-root and 9-leaf genre data set. In order to compute distances between MIDI pieces, we use normalized compression distance (NCD. NCD uses the compressed length of a string as an approximation to its Kolmogorov complexity and has previously been used for music genre and composer clustering. We convert the MIDI pieces to audio and then use the audio features to train different classifiers. MIDI and audio from MIDI classifiers alone achieve much smaller accuracies than those reported by McKay and Fujinaga who used not NCD but a number of domain-based MIDI features for their classification. Combining MIDI and audio from MIDI classifiers improves accuracy and gets closer to, but still worse, accuracies than McKay and Fujinaga's. The best root genre accuracies achieved using MIDI, audio, and combination of them are 0.75, 0.86, and 0.93, respectively, compared to 0.98 of McKay and Fujinaga. Successful classifier combination requires diversity of the base classifiers. We achieve diversity through using certain number of seconds of the MIDI file, different sample rates and sizes for the audio file, and different classification algorithms.

  13. The Use of Genre-Specific Evaluation Criteria for Revision

    Philippakos, Zoi A.; MacArthur, Charles A.

    2016-01-01

    Revision is a challenging step of the writing process and students often focus their attention to mechanics or grammar instead of making organizational and meaning changes. It is important for students to critically read and independently evaluate their work when revising. This practitioner article discusses the importance of genre-specific…

  14. An Interpretation of Two Oromo Folklore Genres Integrated to ...

    The purpose of this study was to analyze and interpret the meanings of two selected folklore genres namely: riddle and pastoral song portrayed in primary Oromo language student text books integrated to enhance the language skills, knowledge, attitude and cultural values of the children. Qualitative method was employed ...

  15. From Novice to Disciplinary Expert: Disciplinary Identity and Genre Mastery

    Dressen-Hammouda, Dacia

    2008-01-01

    A student's emerging genre mastery is a complex process which involves learning not only relevant discoursal forms, but also a wide range of specialist knowledge frames. Recent research suggests that these knowledge frames are acquired during the development of a student's disciplinary identity. Although disciplinary identity clearly contributes…

  16. Mock Games: A New Genre of Pervasive Play

    Brynskov, Martin; Ludvigsen, Martin

    2006-01-01

    mock games as a genre and show that it is not covered well by any one of the reviewed theories, taking into account both social and technical aspects. Then we present a design example of such a system, DARE! We conclude by discussing ethical issues and set goals for future research....

  17. The Grief Account: Dimensions of a Contemporary Bereavement Genre

    Dennis, Michael Robert

    2008-01-01

    The genre of the grief account is identified to include published narratives of surviving grief. Thematic analysis of Andrew Holleran's (2006) "Grief: A Novel," Lolly Winston's (2004) "Good Grief: A Novel," Joan Didion's (2005) "The Year of Magical Thinking," and J. Canfield and M. V. Hansen's (2003) "Chicken Soup for the Grieving Soul: Stories…

  18. Grammatical realization of Russian etiquette speech genres: The ...

    The article is devoted to the issue of grammatical approach application during the teaching of Russian etiquette speech for foreigners. In the practice of teaching Russian as a foreign language, the issues related to the development of etiquette speech genres arise at all stages of language learning, beginning with the first ...

  19. An Analysis of the GTZAN Music Genre Dataset

    Sturm, Bob L.

    2012-01-01

    Most research in automatic music genre recognition has used the dataset assembled by Tzanetakis et al. in 2001. The composition and integrity of this dataset, however, has never been formally analyzed. For the first time, we provide an analysis of its composition, and create a machine...

  20. A Survey of Evaluation in Music Genre Recognition

    Sturm, Bob L.

    2012-01-01

    Much work is focused upon music genre recognition (MGR) from audio recordings, symbolic data, and other modalities. While reviews have been written of some of this work before, no survey has been made of the approaches to evaluating approaches to MGR. This paper compiles a bibliography of work...

  1. Genre Transformation of the Fairy Tale in Contemporary Russian Literature

    Ekaterina Zueva

    2017-09-01

    Full Text Available This research is devoted to some peculiarities of structure and semantics of contemporary Russian fairy tale. The analyzed genre model is quite actual in the literature of modern turn of the centuries. It is actualized in the creativity of L. Petrushevskaya, A. Kabakov, B. Akunin, M. Fray, D. Bykov, etc. This is connected with the universality of themes and problems and the dynamics of structure of genre analyzed. Modern literature process suggests the use of various genre forms (including fairy-tale one in the context of realization of game strategies of world construction with the deconstruction principle domination. The usage of the most productive for such kind of research methods (structural-semantical and comparative ones gives grounds for understanding the specifics of realization of deconstruction principle through the variety of forms and meanings. For example, the scheme of “genre memory” is widely used in contemporary fairy tale. If that scheme deals with the sphere of semantics, then structural components are actively deconstructed (e.g. fairy tales by L. Petrushevskaya. If the meaningful fairy tale composition models are actualized, then the semantic component is widely transformed (e.g. Moscow Fairy Tales by A. Kabakov. The most important peculiarity of contemporary fairy tale is the integration of fairy tale, legendary, mythological and literary plots to the one game system. The result of this is on the one hand travestying of the iconic plots, on the other hand achieving the new meanings due to including context mechanisms.

  2. Replication Research in Comparative Genre Analysis in English for Academic Purposes

    Basturkmen, Helen

    2014-01-01

    In recent years a number of comparative studies based on an established approach to genre analysis have been published in the English for Academic Purposes (EAP) literature. Studies in this emerging strand of research typically aim to identify how the rhetorical structure of a particular genre (a text type) or part of a genre may vary across…

  3. Mandatory Genres: The case of European Public Assessment Report (EPAR) summaries

    Askehave, Inger; Zethsen, Karen K.

    2008-01-01

    The aim of this article is to consider the nature of mandatory genres (legally regulated genres) emanating from European Union directives and point to the challenges which such genres pose due to their legal origin and complex text production and text reception processes. Taking its point of depa...

  4. Promoting recovery from severe mental illness: Implications from research on metacognition and metacognitive reflection and insight therapy.

    Lysaker, Paul Henry; Hamm, Jay A; Hasson-Ohayon, Ilanit; Pattison, Michelle L; Leonhardt, Bethany L

    2018-03-22

    Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores the practical implications for research on metacognition in schizophrenia for this issue. First, we present the integrated model of metacognition, which defines metacognition as the spectrum of activities which allow individual to have available to themselves an integrated sense of self and others as they appraise and respond to the unique challenges they face. Second, we present research suggesting that many with schizophrenia experience deficits in metacognition and that those deficits compromise individuals' abilities to manage their lives and mental health challenges. Third, we discuss a form of psychotherapy inspired by this research, Metacognitive Reflection and Insight Therapy which assists individuals to recapture the ability to form integrated ideas about themselves and others and so direct their own recovery. The need for recovery oriented interventions to focus on process and on patient's purposes, assess metacognition and consider the intersubjective contexts in which this occurres is discussed.

  5. Practical Implications of Metacognitively Oriented Psychotherapy in Psychosis : Findings From a Pilot Study

    de Jong, Steven; van Donkersgoed, Rozanne J. M.; Aleman, Andre; van der Gaag, Mark; Wunderink, Lex; Arends, Johan; Lysaker, Paul H.; Pijnenborg, Marieke

    In preparation for a multicenter randomized controlled trial, a pilot study was conducted investigating the feasibility and acceptance of a shortened version (12 vs. 40 sessions) of an individual metacognitive psychotherapy (Metacognitive Reflection and Insight Therapy [MERIT]). Twelve participants

  6. Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases

  7. Individual differences in processing coherence markers: the effect of metacognitive knowledge

    Vlaar, M.A.J.|info:eu-repo/dai/nl/412585669; Sanders, T.J.M.|info:eu-repo/dai/nl/075243911; Welie, Camille

    2017-01-01

    Coherence markers such as connectives positively influence the reading process and reading comprehension for most, but not all, readers. Metacognitive knowledge, concerning strategies to regulate the reading process, may explain these individual differences. We investigated how metacognitive

  8. Classifying web genres in context: a case study documenting the web genres used by a software engineer

    Montesi, M.; Navarrete, T.

    2008-01-01

    This case study analyzes the Internet-based resources that a software engineer uses in his daily work. Methodologically, we studied the web browser history of the participant, classifying all the web pages he had seen over a period of 12 days into web genres. We interviewed him before and after the

  9. Using Metacognitive Strategies to Improve Reading Comprehension and Solve a Word Problem

    Tomo Djudin

    2017-03-01

    Full Text Available This article describes briefly the theories of metacognition and the impacts of metacognitive skills on learning. The differences between cognitive strategy and metacognitive strategy were mentioned. Some strategies to improve students’ meta cognition skills in the classroom explored as well. Based on the theories, two models of metacognitive strategies instruction for deeply understanding in reading textbook and for finding a solution of words physics problem solving were developed. These models will enable students to be independent and strategic learners.

  10. Measures of metacognition on signal-detection theoretic models.

    Barrett, Adam B; Dienes, Zoltan; Seth, Anil K

    2013-12-01

    Analyzing metacognition, specifically knowledge of accuracy of internal perceptual, memorial, or other knowledge states, is vital for many strands of psychology, including determining the accuracy of feelings of knowing and discriminating conscious from unconscious cognition. Quantifying metacognitive sensitivity is however more challenging than quantifying basic stimulus sensitivity. Under popular signal-detection theory (SDT) models for stimulus classification tasks, approaches based on Type II receiver-operating characteristic (ROC) curves or Type II d-prime risk confounding metacognition with response biases in either the Type I (classification) or Type II (metacognitive) tasks. A new approach introduces meta-d': The Type I d-prime that would have led to the observed Type II data had the subject used all the Type I information. Here, we (a) further establish the inconsistency of the Type II d-prime and ROC approaches with new explicit analyses of the standard SDT model and (b) analyze, for the first time, the behavior of meta-d' under nontrivial scenarios, such as when metacognitive judgments utilize enhanced or degraded versions of the Type I evidence. Analytically, meta-d' values typically reflect the underlying model well and are stable under changes in decision criteria; however, in relatively extreme cases, meta-d' can become unstable. We explore bias and variance of in-sample measurements of meta-d' and supply MATLAB code for estimation in general cases. Our results support meta-d' as a useful measure of metacognition and provide rigorous methodology for its application. Our recommendations are useful for any researchers interested in assessing metacognitive accuracy. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  11. Music genre preference and tempo alter alpha and beta waves in human non-musicians

    Hunter Gentry

    2013-10-01

    Full Text Available This study examined the effects of music genre and tempo on brain activation patterns in 10 nonmusicians.Two genres (rock and jazz and three tempos (slowed, medium/normal, andquickened were examined using EEG recording and analyzed through Fast Fourier Transform(FFT analysis. When participants listened to their preferred genre, an increase in alpha waveamplitude was observed. Alpha waves were not significantly affected by tempo. Beta waveamplitude increased significantly as the tempo increased. Genre had no effect on beta waves. Thefindings of this study indicate that genre preference and artificially modified tempo do affectalpha and beta wave activation in non-musicians listening to preselected songs.

  12. The Double Feedback Loop and the Parameter Theory of Text Genres

    Bundgaard, Peer; Østergaard, Svend

    2014-01-01

    on the first feedback loop: the way genres develop as deviations from existing text types and then stabilize as text types proper with a normative import. The second scope of this article consists in developing a typological apparatus consistent with the dynamic approach to the emergence of genres. This is our...... parameter theory of genres which is presented in Section 3. Here we consider genres as governed by parameters external to them and intrinsic to the situations they are dynamically related to. Genres should thus be understood not simply in terms of inherent textual or formal traits, but also relative...

  13. Metacognition does not imply self-reflection, but it does imply function.

    Hoffman, Megan L; Schwartz, Bennett L

    2014-05-01

    Is self-reflection necessary for metacognition to occur? Like Kornell (2014, pp. 143-149), we struggle with this question. If humans metacognition is not always self-reflective, why should we expect animals to be so? We suggest that one way to pursue metacognition in animals is to examine its ecological and evolutionary relevance. ©2014 APA, all rights reserved.

  14. Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

    Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

    2015-01-01

    This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

  15. Profiling Pre-Service Teachers' Awareness and Regulation of Their Own Thinking: Evidence from an Asian Country

    Lee, Chwee Beng; Teo, Timothy; Chai, Ching Sing

    2010-01-01

    This study aims to examine pre-service teachers' knowledge and regulation of cognition. The authors administered Schraw and Dennison's Metacognitive Awareness Inventory to 254 pre-service teachers in Singapore. The results showed no significant difference by educational level on all subscales except for evaluation, which is a subscale of…

  16. Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out

    Yan Zhang

    2018-04-01

    Full Text Available Maritime English (ME, as a type of English for Specific Purposes (ESP, is somewhat different in that its instruction and research are founded on specific international legal procedures. Thus, it is vital to determine an ESP framework that bridges the code-tailored ME curriculum development with the communicative language teaching approach. This paper reports on the revision of the International Maritime Organization (IMO’s Model Course 3.17, Maritime English, where an integrated genre-based ESP framework helps to achieve the balance between language learning’s “wide-angled” quality and ME’s legal consistency. It is argued that code-tailored ME competences find expressions in maritime domain-specific genres; those are the typical sets of English communicative events that seafarers are involved in while achieving their maritime professional objectives. The curriculum can be designed as to integrate linguistic systems, professional motivation and behaviors, communicative skills and cultural awareness into the teaching process, which entails a process of learning Maritime English while taking maritime domain-specific action. Specifically, the principle of genre as social action apprises the two-stage syllabus mapping, that is, General Maritime English (GME and Specialized Maritime English (SME. In GME, the focus is placed on the linguistic content and how language tasks embedded in the maritime contexts are fulfilled; in SME, the focus is placed on the professional content and how the maritime workplace duties and identities are fulfilled through the English language. As such, syllabus mapping calculates the discursion-profession correlation and helps to ensure that code-tailored ME teaching is communicative performance-oriented. Thus, the multi-syllabus task design and content selection must consistently maintain the genre-based balance on the linguistic-communicative continuum. As a result, the English linguistic systems underlying the

  17. Social influence on metacognitive evaluations: The power of nonverbal cues.

    Eskenazi, Terry; Montalan, Benoît; Jacquot, Amélie; Proust, Joëlle; Grèzes, Julie; Conty, Laurence

    2016-11-01

    Metacognitive evaluations refer to the processes by which people assess their own cognitive operations with respect to their current goal. Little is known about whether this process is susceptible to social influence. Here we investigate whether nonverbal social signals spontaneously influence metacognitive evaluations. Participants performed a two-alternative forced-choice task, which was followed by a face randomly gazing towards or away from the response chosen by the participant. Participants then provided a metacognitive evaluation of their response by rating their confidence in their answer. In Experiment 1, the participants were told that the gaze direction was irrelevant to the task purpose and were advised to ignore it. The results revealed an effect of implicit social information on confidence ratings even though the gaze direction was random and therefore unreliable for task purposes. In addition, nonsocial cues (car) did not elicit this effect. In Experiment 2, the participants were led to believe that cue direction (face or car) reflected a previous participant's response to the same question-that is, the social information provided by the cue was made explicit, yet still objectively unreliable for the task. The results showed a similar social influence on confidence ratings, observed with both cues (car and face) but with an increased magnitude relative to Experiment 1. We additionally showed in Experiment 2 that social information impaired metacognitive accuracy. Together our results strongly suggest an involuntary susceptibility of metacognitive evaluations to nonverbal social information, even when it is implicit (Experiment 1) and unreliable (Experiments 1 and 2).

  18. Visual Aids Improve Diagnostic Inferences and Metacognitive Judgment Calibration

    Rocio eGarcia-Retamero

    2015-07-01

    Full Text Available Visual aids can improve comprehension of risks associated with medical treatments, screenings, and lifestyles. Do visual aids also help decision makers accurately assess their risk comprehension? That is, do visual aids help them become well calibrated? To address these questions, we investigated the benefits of visual aids displaying numerical information and measured accuracy of self-assessment of diagnostic inferences (i.e., metacognitive judgment calibration controlling for individual differences in numeracy. Participants included 108 patients who made diagnostic inferences about three medical tests on the basis of information about the sensitivity and false-positive rate of the tests and disease prevalence. Half of the patients received the information in numbers without a visual aid, while the other half received numbers along with a grid representing the numerical information. In the numerical condition, many patients --especially those with low numeracy-- misinterpreted the predictive value of the tests and profoundly overestimated the accuracy of their inferences. Metacognitive judgment calibration mediated the relationship between numeracy and accuracy of diagnostic inferences. In contrast, in the visual aid condition, patients at all levels of numeracy showed high-levels of inferential accuracy and metacognitive judgment calibration. Results indicate that accurate metacognitive assessment may explain the beneficial effects of visual aids and numeracy --a result that accords with theory suggesting that metacognition is an essential part of risk literacy. We conclude that well-designed risk communications can inform patients about health-relevant numerical information while helping them assess the quality of their own risk comprehension.

  19. Metacognition Is Necessary for the Emergence of Motivation in People With Schizophrenia Spectrum Disorders: A Necessary Condition Analysis.

    Luther, Lauren; Bonfils, Kelsey A; Firmin, Ruth L; Buck, Kelly D; Choi, Jimmy; Dimaggio, Giancarlo; Popolo, Raffaele; Minor, Kyle S; Lysaker, Paul H

    2017-12-01

    Metacognition deficits are a putative cause of reduced motivation in people with schizophrenia spectrum disorders. However, it is unclear whether certain levels of metacognition are necessary for motivation to emerge. This study used a Necessary Condition Analysis to test whether metacognition was necessary for the presence of motivation and to identify the minimum level of metacognition necessary for high motivation to be possible in people with schizophrenia spectrum disorders (N = 175). Participants completed clinician-rated measures of metacognition and motivation. Necessary Condition Analysis revealed that metacognition is a necessary condition for motivation and that high levels of motivation were only possible, although not guaranteed, when at least a basic level of metacognition was present. The findings suggest that metacognition is a necessary building block for the development of motivation. Results suggest that targeting metacognition may be essential for improving motivation among people with schizophrenia spectrum disorders who do not meet this metacognition threshold.

  20. Musical genres: beating to the rhythms of different drums

    Correa, Debora C; Costa, Luciano da F [Instituto de Fisica de Sao Carlos - Universidade de Sao Paulo, Av. Trabalhador Sao Carlense 400, Caixa Postal 369, CEP 13560-970, Sao Carlos, Sao Paulo (Brazil); Saito, Jose H, E-mail: deboracorrea@ursa.ifsc.usp.b, E-mail: luciano@ursa.ifsc.usp.b [Departamento de Computacao-Universidade Federal de Sao Carlos, Rodovia Washington Luis, km 235, SP-310, CEP 13565-905, Sao Carlos, Sao Paulo (Brazil)

    2010-05-15

    Online music databases have increased significantly as a consequence of the rapid growth of the Internet and digital audio, requiring the development of faster and more efficient tools for music content analysis. Musical genres are widely used to organize music collections. In this paper, the problem of automatic single and multi-label music genre classification is addressed by exploring rhythm-based features obtained from a respective complex network representation. A Markov model is built in order to analyse the temporal sequence of rhythmic notation events. Feature analysis is performed by using two multivariate statistical approaches: principal components analysis (unsupervised) and linear discriminant analysis (supervised). Similarly, two classifiers are applied in order to identify the category of rhythms: parametric Bayesian classifier under the Gaussian hypothesis (supervised) and agglomerative hierarchical clustering (unsupervised). Qualitative results obtained by using the kappa coefficient and the obtained clusters corroborated the effectiveness of the proposed method.

  1. Musical genres: beating to the rhythms of different drums

    Correa, Debora C.; Saito, Jose H.; Costa, Luciano da F.

    2010-05-01

    Online music databases have increased significantly as a consequence of the rapid growth of the Internet and digital audio, requiring the development of faster and more efficient tools for music content analysis. Musical genres are widely used to organize music collections. In this paper, the problem of automatic single and multi-label music genre classification is addressed by exploring rhythm-based features obtained from a respective complex network representation. A Markov model is built in order to analyse the temporal sequence of rhythmic notation events. Feature analysis is performed by using two multivariate statistical approaches: principal components analysis (unsupervised) and linear discriminant analysis (supervised). Similarly, two classifiers are applied in order to identify the category of rhythms: parametric Bayesian classifier under the Gaussian hypothesis (supervised) and agglomerative hierarchical clustering (unsupervised). Qualitative results obtained by using the kappa coefficient and the obtained clusters corroborated the effectiveness of the proposed method.

  2. A Genre Classification Plug-in for Data Collection

    Lehn-Schiøler, Tue; Arenas-García, Jerónimo; Petersen, Kaare Brandt

    2006-01-01

    This demonstration illustrates how the methods developed in the MIR community can be used to provide real-time feedback to music users. By creating a genre classifier plug-in for a popular media player we present users with relevant information as they play their songs. The plug-in can furthermor...... be used as a data collection platform. After informed consent from a selected set of users the plug-in will report on music consumption behavior back to a central server.......This demonstration illustrates how the methods developed in the MIR community can be used to provide real-time feedback to music users. By creating a genre classifier plug-in for a popular media player we present users with relevant information as they play their songs. The plug-in can furthermore...

  3. Between genres and styles in the films of Robert Bresson

    Luíza Beatriz Alvim

    2016-02-01

    Full Text Available The films of French director Robert Bresson are considered sober and transcendental. However, in A gentle woman (1969 and in Four nights of a dreamer (1972, he included extracts of quite different genres, like a libertine comedy (the extract of film Benjamim by Michel Deville, 1968, a Shakespearean tragedy (a performance of Shakespeare´s Hamlet and a gangster film (When love possesses us, produced by Bresson himself. In a way, those excerpts represent exactly the opposite of Bresson´s cinema. On the other hand, they still have some familiarity with it. We analyze the approach of those genres in the sequences in Bresson´s films, as well of the styles present in them by the use of music and images of paintings.

  4. Interdiction de Genre: La Loi Qui Fait Taire le Corp

    Renato Duro Dias

    2015-12-01

    Full Text Available Cette recherche discute les identités de genre avec la base dans l'analyse du travail La Ley no escrita (2012 d'Oihana Cordero. Le travail de l'artiste plasticien a comme l'objectif provoque la réflexion sur les lois et les normes juridiques-sociales qu'ils existent autour du caractère ficcional et le genre performatife, révélant de nouvelles lectures sur l'acte du corps. C'est un travail sculptural (KRAUSS, 1984, composé par une base blanche, une épée et un groupe de feuilles, dans lesquelles ils sont exprimés, par un contrat de genre, comme ils se prononcent, interseccionam et c'est des interdictions imposées aux possibilités de genre. Comme ceci, les règles et des règlements sont faits la preuve imposés par le binarisme du genre que la force soumet et ils arrêtent des identités pour le compte de la normalisation (normatisation des corps. Pour cette enquête les concepts de genre sont problematize, le corps subjugué, la normativité et de la performance dans le Butler (2012a, 2012b, 2013, Foucault (1997, 1998, 2014, Fraser (2002, 2006, 2009, Scott (2008, Cordero (2012 et Preciado (2011. Cordero (2012, dans son travail, nous présente les copies multiples d'un contrat de papier imprimé a passé par une épée. C'est une métaphore, une forme de représentation dogmatizé du corps par les actes visibles et invisibles qui compose et ils naturalisent les identités de genre dans une dualité obscurantiste homme/femme. Ce travail comme l'objet conceptuel (FREIRE 2006 produit la puissance exprimée pour en plus d'un document légal perforé, elle vise à provoquer les gens de contempler sur leurs pratiques et leurs corps, mais, par-dessus tout, réfléchir comme ces périmètres ont de transgression difficile. Lors de l'analyse de l'intersection possible des identités de genre et un objet artistique dans le domaine juridique est prévu pour gérer des éléments capables de révéler les technologies complexes corporels politiques

  5. Musical genres: beating to the rhythms of different drums

    Correa, Debora C; Costa, Luciano da F; Saito, Jose H

    2010-01-01

    Online music databases have increased significantly as a consequence of the rapid growth of the Internet and digital audio, requiring the development of faster and more efficient tools for music content analysis. Musical genres are widely used to organize music collections. In this paper, the problem of automatic single and multi-label music genre classification is addressed by exploring rhythm-based features obtained from a respective complex network representation. A Markov model is built in order to analyse the temporal sequence of rhythmic notation events. Feature analysis is performed by using two multivariate statistical approaches: principal components analysis (unsupervised) and linear discriminant analysis (supervised). Similarly, two classifiers are applied in order to identify the category of rhythms: parametric Bayesian classifier under the Gaussian hypothesis (supervised) and agglomerative hierarchical clustering (unsupervised). Qualitative results obtained by using the kappa coefficient and the obtained clusters corroborated the effectiveness of the proposed method.

  6. PURE OR HYBRID? THE DEVELOPMENT OF MIXED DICTIONARY GENRES

    Reinhard R. K. Hartmann

    2005-01-01

    This paper explores 'hybrid' genres of dictionaries and other reference works. Against the tradition of general dictionaries becoming ever more specialised, there has also been a growing trend of mixing two or more 'pure' dictionary types for achieving specific purposes, e.g. the combination of alphabetic and thematic dictionary,general dictionary and technical glossary, dictionary and thesaurus, dictionary and encyclopedia, monolingual and bilingual dictionary, etc. Examples of these various...

  7. A tale of two textbooks: Experiments in genre.

    Kaiser, David

    2012-03-01

    Though the notion of a scientific textbook has been around for almost three centuries, the category has hardly been stable. The plasticity of the textbook genre may be illustrated by recent variations as well as long-term trends. In this brief essay I examine two idiosyncratic but highly successful physics books, each published in the mid 1970s, whose production, marketing, and adoption reveal some of the slippage between such categories as textbook, scholarly monograph, and popular best seller.

  8. An Anthology as a Representative Genre in Contemporary Ukrainian Literature

    Olena Haleta

    2013-12-01

    Full Text Available In this article is analyzed a history and functions of an anthology in a modern Ukrainian literature from the last quarter of the 19th c. to the beginning of the 21st. An anthology is treated as a literary and anthropological project which is characterized by recasting of original materials and specific politics of its re-arangement. It proposes a new cultural value hierarchy, defines a literary field and the rules of its organization. As a form of literary self-representation an anthology participates in a process of forming a literary tradition and canon, its diversification up to the emergence of anti-canon; it intensifies a work of cultural memory, represents new literary genres and styles and also indicates an appearance of diaspora as a model of cultural citizenship. Numerous anthological projects also stress spacial, performative, subjective, gender, erotical, somatic, and oneirological aspects of creative writing; they rethink a very nature of literature as a creative experiment and as a social action in a context of mass culture and new media development. This allows us to consider the literary anthology as a way of a literary self-reflection and as a separate meta-genre in modern Ukrainian literature. The main genre-defining anthological qualities are such as selectivity, double methonimity, integrity and an ability to create new cultural values. The history of anthology as a specific meta-genre helps us to understand the general pecularities of modenr and postmodern literature, its structure and principles of development, its key problems and challanges and also its the most important achievements.

  9. Tula song folklore: genre-stylistic and dialectic peculiarities

    Krasovskaya Nelli Alexandrovna

    2016-06-01

    Full Text Available The article analyzes the works of Tula folklore recorded in the western part of the Tula region, in terms of genre, stylistic and linguistic features. The relevance of the study is related to the fact that Tula folk songs has not been studied, linguistic features of the works are not subjected to serious analysis. The article describes the features of the genre of songs recorded in Belevsky district of Tula region, including the ancient fortunetelling chants, wedding ceremony songs, romantic ballads etc., it is cited numerous examples in the lyrics that reflect the dialectal features of the phonetic, grammatical, lexical levels. According to the authors, a modern folk song genre retains its diversity and is a kind of storeroom containing priceless linguistic wealth. The analysis allows to draw conclusions about the presence and well-preserved in the recorded music of South Russian dialect phonetic and grammatical features. So far, there is no established typology of Tula dialects, therefore, according to the authors, the fixation of folklore in the territories bordering on Tula dialects, is very important and interesting for further descriptive and comparative work on identifying the eastern and south-south-west differences in Tula dialects.

  10. Elegy as a film genre. Adaptation — inspiration — suggestion

    Rafał Koschany

    2011-01-01

    Full Text Available The question that this is article is concerned to answer is how the position of the film elegy can be best formally established — with its artistic representations, as well as its functioning in the genology of the genre. An attempt to provide definitive answers that emerge from interdisciplinary, film and literary discourse brings a number of substantial threads. Firstly, there is, indeed, no theoretical description of the elegy as a film genre, though the very name does appear in many titles. Secondly, it seems that a juxtaposition of available examples of film ad-aptations of elegies does not lead to any consistent conclusion, since, apart from the suggestion proposed by the author, they are different in terms of formal and thematic elements involved. Thirdly, any attempt at a genological profiling has to, somehow, refer to a more or less fixed literary genre and the relevant theory behind it. In a most general way, one can state, albeit with a number of reservations, that the elegiac film is characterized by a distinguishable style, often simply called the elegiac style, and the theme, very broadly associated with time and the theme of passing.

  11. Indigenizing the Zarzuela: Kapampangan Ethnocentric Adoption of the Foreign Genre

    Julieta C. Mallari

    2011-03-01

    Full Text Available When the Spanish colonizers reached Pampanga, a province in the northern part of the Philippines, the meeting between the East and the West meant an impact of the grafted civilization over the conquered people. Religious and cultural hybridization (Bhaba 1994 inevitably took place in Pampanga. Kapampangan verbal art modestly welcomed an alien counterpart and a cultural synthesis in a “liminal space” took place. What the Spaniards introduced—religious literature, metrical romances and the zarzuela—to advance their imperialistic cause pressed on the folk and blended naturally with the Kapampangan sensibility. Kapampangan literature took on a hybrid form that came to be an incitement for the movement of the province’s literary history. Mariano Proceso Pabalan Byron, a Kapampangan poet, was the first to domesticate the form and content of the zarzuela, a Spanish literary genre. He, together with other writers such as Crisostomo Soto, established a zarzuela tradition and produced masterpieces. The enthusiasm for the zarzuela lasted for decades even after World War II; poets like Jose Gallardo easily adopted the favorite literary genre of his predecessors. The genre was most welcome because its elements constituted their familiar world. The zarzuelas that were produced reveal the constant appropriation of the native values and beliefs in the foreign literary form.

  12. Legal genres in English and Spanish: some attempts of analysis

    Mª Ángeles Orts Llopis

    2009-10-01

    Full Text Available Understanding the differences and subtleties between the legal communication of the English-speaking world, and the Continental law countries –and, more specifically, Spain- has become a necessary practice in the global context. For the most part, it involves unravelling the differences and concomitances between the array of legal genres produced by the professionals of the specialist communities within these two traditions (i.e., Common Law and Continental Law. This paper attempts an analysis in layers –generic or pragmatic, textual or cognitive, and formal or superficial– of two types of genre within the domain of public and private law, namely delegated legislation and tenancy agreements or leases, the study of which has been seldom attempted, despite the customary presence of these instruments in the legal routine. The result of such analysis will, hopefully, cast some light on the way these communities interact within themselves and with the rest of the world, providing new clues to tackle the application of those genres and making it possible to draw new conclusions about the way in which linguistic interaction takes place in the context of these specialist communities in English and Spanish.

  13. A media discursive genre: The defender of the viewer

    Víctor Alfonso Barragán Escarpeta

    2016-08-01

    Full Text Available The following article presents the progress of the research called “A media discursive genre: The defender of the viewer” and has the objective to characterize this particular genre. This research is based on the ideas of Bajtin (1982, Carranza (2012 as well as Social-Communicative Perspective of Charaudeau (2012 about genres, in the way that they give theoretical and methodological elements to the establishment of this characterization, and, in the same way, for being perspectives that emphasize on the social component of texts, let us to understand aspects such as relations between participants and the influence of these in discourse. To do this, our methodology analyzes two different programs of public television channels through making transcripts and images, selected from the establishment of the following categories: the field of social practice, the overall situation of communication (SGC and the specific situation of communication (SEC; also discursive properties and the formal properties; flexible frameworks and the subject agent. In this way, this article makes a practical-theoretical exercise of an inductive nature which rescues how categories of the communicative situation and the analysis of elements such as supports allow a greater deepening of different dimensions in the media discursive practices (social relation, themes, etc. as well as observing to what extent we are talking about discursive genders and sub genders in daily life.

  14. Business plan: A preliminary approach to an unknown genre

    Federico Navarro

    2015-11-01

    Full Text Available The business plan has been widely included in the curricula of economics degrees and is key to business practice worldwide, but has not been studied from a socio-discursive perspective yet due to restrictions in its social, spatial, and temporal circulation. Based on interviews and a qualitative analysis of a corpus of 38 texts written in Spanish, I aim to provide a preliminary description of the genre. Results indicate that a chain of four phases is associated to a continuum of social settings organized through entrepreneurial/corporate and expert/training variables; its rhetorical structure includes “describing present/potential situation of the company and market” and “describing future processes of strategic actions regarding the marketing, production, and financial plans”. This analysis offers methodological innovations to account for occluded genres, encourages the contrastive study of the business plan in different cultural and linguistic environments, and assists business teachers with a situated picture of the genre

  15. Promoting Metacognition in Introductory Calculus-based Physics Labs

    Grennell, Drew; Boudreaux, Andrew

    2010-10-01

    In the Western Washington University physics department, a project is underway to develop research-based laboratory curriculum for the introductory calculus-based course. Instructional goals not only include supporting students' conceptual understanding and reasoning ability, but also providing students with opportunities to engage in metacognition. For the latter, our approach has been to scaffold reflective thinking with guided questions. Specific instructional strategies include analysis of alternate reasoning presented in fictitious dialogues and comparison of students' initial ideas with their lab group's final, consensus understanding. Assessment of student metacognition includes pre- and post- course data from selected questions on the CLASS survey, analysis of written lab worksheets, and student opinion surveys. CLASS results are similar to a traditional physics course and analysis of lab sheets show that students struggle to engage in a metacognitive process. Future directions include video studies, as well as use of additional written assessments adapted from educational psychology.

  16. Metacognition and Confidence: Comparing Math to Other Academic Subjects

    Shanna eErickson

    2015-06-01

    Full Text Available Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

  17. Metacognitive control of categorial neurobehavioral decision systems

    Gordon Robert Foxall

    2016-02-01

    Full Text Available The competing neuro-behavioral decision systems (CNDS model proposes that the degree to which an individual discounts the future is a function of the relative hyperactivity of an impulsive system based on the limbic and paralimbic brain regions and the relative hypoactivity of an executive system based in prefrontal cortex (PFC. The model depicts the relationship between these categorial systems in terms of the antipodal neurophysiological, behavioral, and decision (cognitive functions that engender classes normal and addictive responding. However, a case may be made for construing several components of the impulsive and executive systems depicted in the model as categories (elements of additional systems that are concerned with the metacognitive control of behavior. Hence, this paper proposes a category-based structure for understanding the effects on behavior of CNDS, which includes not only the impulsive and executive systems of the basic model but, a superordinate level of reflective or rational decision-making. Following recent developments in the modeling of cognitive control which contrasts Type 1 (rapid, autonomous, parallel processing with Type 2 (slower, computationally-demanding, sequential processing, the proposed model incorporates an arena in which the potentially conflicting imperatives of impulsive and executive systems are examined and from which a more appropriate behavioral response than impulsive choice emerges. This configuration suggests a forum in which the interaction of picoeconomic interests, which provide a cognitive dimension for CNDS, can be conceptualized. This proposition is examined in light of the resolution of conflict by means of bundling.

  18. Caffeine cravings impair memory and metacognition.

    Palmer, Matthew A; Sauer, James D; Ling, Angus; Riza, Joshua

    2017-10-01

    Cravings for food and other substances can impair cognition. We extended previous research by testing the effects of caffeine cravings on cued-recall and recognition memory tasks, and on the accuracy of judgements of learning (JOLs; predicted future recall) and feeling-of-knowing (FOK; predicted future recognition for items that cannot be recalled). Participants (N = 55) studied word pairs (POND-BOOK) and completed a cued-recall test and a recognition test. Participants made JOLs prior to the cued-recall test and FOK judgements prior to the recognition test. Participants were randomly allocated to a craving or control condition; we manipulated caffeine cravings via a combination of abstinence, cue exposure, and imagery. Cravings impaired memory performance on the cued-recall and recognition tasks. Cravings also impaired resolution (the ability to distinguish items that would be remembered from those that would not) for FOK judgements but not JOLs, and reduced calibration (correspondence between predicted and actual accuracy) for JOLs but not FOK judgements. Additional analysis of the cued-recall data suggested that cravings also reduced participants' ability to monitor the likely accuracy of answers during the cued-recall test. These findings add to prior research demonstrating that memory strength manipulations have systematically different effects on different types of metacognitive judgements.

  19. Introducing Intertextuality-Aware Instruction as a Novel Approach of Teaching Reading Passages in EFL Context

    Khaghaninejad, Mohammad Saber

    2014-01-01

    This study was an attempt to investigate the possible effect of intertextuality-aware instruction of reading passages on a sample of intermediate EFL learners of both genders. First, the intertextuality deployed through the reading passages of the study's course-book was focused inspired by Fairclough's (192) framework in terms of genre, text…

  20. Metacognition fundaments, applications, and trends a profile of the current state-of-the-art

    2015-01-01

    This book is devoted to the Metacognition arena. It highlights works that show relevant analysis, reviews, theoretical, and methodological proposals, as well as studies, approaches, applications, and tools that shape current state, define trends and inspire future research. As a result of the revision process fourteen manuscripts were accepted and organized into five parts as follows: ·     Conceptual: contains conceptual works oriented to: (1) review models of strategy instruction and tailor a hybrid strategy; (2) unveil second-order judgments and define a method to assess metacognitive judgments; (3) introduces a conceptual model to describe the metacognitive activity as an autopoietic system. ·     Framework: offers three works concerned with: (4) stimulate metacognitive skills and self-regulatory functions; (5) evaluate metacognitive skills and self-regulated learning at problem solving; (6) deal with executive management metacognition and strategic knowledge metacognition. ·     Studies: r...

  1. Genre Analysis and Writing Skill: Improving Iranian EFL Learners Writing Performance through the Tenets of Genre Analysis

    Nazanin Naderi Kalali

    2015-12-01

    Full Text Available The main thrust of this study was to determine whether a genre-based instruction improve the writing proficiency of Iranian EFL learners. To this end, 30 homogenous Iranian BA learners studying English at Islamic Azad University, Bandar Abbas Branch were selected as the participants of the study through a version of TOEFL test as the proficiency test. The selected participants were 15 females and 15 males who were randomly divided into two groups of experimental and control. The both experimental and control groups were asked to write on a topic determined by the researcher which were considered as the pre-test. The writing of the students were scored using holistic scoring procedure. The subjects received sixteen hours instruction—the experimental group using a genre-based pedagogy and the control group through the traditional methodology which was followed by a post-test—the subjects were, this time, asked to write on the same topic which they were asked to write before instruction. Their post-writings were also scored through the holistic scoring procedures. In analyzing the data, t-test statistic was utilized for comparing the performances of the two groups. It was found that there is statistically significant difference between the writing ability of the participants who go under a genre-based instruction and who don’t. The study, however, didn’t find any significant role for gender. Keywords: genre analysis, writing skill, holistic scoring procedure, pre-test, post-test, t-test

  2. Picture Book on Raising Children's Awareness Against Sexual Abuse

    Christy, Evelyn; Handojo, Priska Febrinia

    2015-01-01

    One of the common problems leading to the sexual abuse is that the child is not aware about it. This project aims to raise children's awareness against sexual abuse through picture book. This picture book use realistic fiction as the genre of my picture book. The purpose is to make the children familiar with the story and can relate it to their life. This picture book uses the narrative theory as the framework of the story. The narrative story is consist of abstract, orientation, complication...

  3. Current awareness.

    Compagno, C; Brambilla, L; Capitanio, D; Boschi, F; Ranzi, B M; Porro, D

    2001-05-01

    In order to keep subscribers up-to-date with the latest developments in their field, this current awareness service is provided by John Wiley & Sons and contains newly-published material on yeasts. Each bibliography is divided into 10 sections. 1 Books, Reviews & Symposia; 2 General; 3 Biochemistry; 4 Biotechnology; 5 Cell Biology; 6 Gene Expression; 7 Genetics; 8 Physiology; 9 Medical Mycology; 10 Recombinant DNA Technology. Within each section, articles are listed in alphabetical order with respect to author. If, in the preceding period, no publications are located relevant to any one of these headings, that section will be omitted. (4 weeks journals - search completed 7th Mar. 2001)

  4. Institutional Awareness

    Ahlvik, Carina; Boxenbaum, Eva

    Drawing on dual-process theory and mindfulness research this article sets out to shed light on the conditions that need to be met to create “a reflexive shift in consciousness” argued to be a key foundational mechanism for agency in institutional theory. Although past research has identified...... in consciousness to emerge and argue for how the varying levels of mindfulness in the form of internal and external awareness may manifest as distinct responses to the institutional environment the actor is embedded in....

  5. Framing narrative journalism as a new genre: A case study of the Netherlands

    van Krieken, Kobie; Sanders, José

    2016-01-01

    Although narrative journalism has a long history in the Netherlands, it is in recent years being promoted as a ‘new’ genre. This study examines the motives underlying this promotional tactic. To that end, we analyze how narrative journalism is framed in (1) public expressions of the initiatives aimed at professionalization of the genre and (2) interviews with journalists and lecturers in journalism programs. Results indicate that in public discourse on narrative journalism, the genre is frame...

  6. Music Genre Classification Revisited: An In-Depth Examination Guided by Music Experts

    Pálmason, Haukur; Jónsson, Björn Thór; Schedl, Markus; Knees, Peter

    2017-01-01

    Despite their many identified shortcomings, music genres are still often used as ground truth and as a proxy for music similarity. In this work we therefore take another in-depth look at genre classification, this time with the help of music experts. In comparison to existing work, we aim at including the viewpoint of different stakeholders to investigate whether musicians and end-user music taxonomies agree on genre ground truth, through a user study among 20 professional and semi-profession...

  7. Révision du genre Digitaria Haller (Poaceae) au Sénégal ...

    Le genre Digitaria Haller (Poaceae) constitue l'un des genres les plus diversifiés des Poaceae du Sénégal avec 19 espèces. Bien qu'il y ait une monographie mondiale du genre, la détermination des espèces reste difficile et repose essentiellement sur les caractères de l'appareil reproducteur. Ce travail, qui est une ...

  8. Convolutional Neural Network Achieves Human-level Accuracy in Music Genre Classification

    Dong, Mingwen

    2018-01-01

    Music genre classification is one example of content-based analysis of music signals. Traditionally, human-engineered features were used to automatize this task and 61% accuracy has been achieved in the 10-genre classification. However, it's still below the 70% accuracy that humans could achieve in the same task. Here, we propose a new method that combines knowledge of human perception study in music genre classification and the neurophysiology of the auditory system. The method works by trai...

  9. Genre scripts and appreciation of negative emotion in the reception of film.

    Tan, Ed S; Visch, Valentijn T

    2017-01-01

    The Distancing-Embracing model reserves a role for genre scripts in the hedonic valuation of negative emotion in art. Genre scripts, as defined in the target article, leave higher-level recipient intuitions out of scope. We argue that, in film genre scripts, lower-level stylistic features lend access to more complex conceptual knowledge, including pragmatic principles. The argument implies a consideration of the communicative dimension of aesthetic works, which could strengthen both factors of the Distancing-Embracing model.

  10. “Wreck IT Ralph”: Studi Genre Pada Film Disney Animation Studios

    Devita, Fransisca

    2013-01-01

    “Wreck It Ralph” adalah sebuah film animasi produksi Disney Animation Studios yang menceritakan kehidupan dan petualangan seorang penjahat di dunia permainan bernama Ralph. Film ini adalah sebuah film yang membawa konvensi-konvensi genre yang berbeda dari film Disney sebelumnya. Peneliti melakukan analisis genre terhadap film “Wreck It Ralph” menggunakan 6 konvensi genre menurut Jane Stokes, yaitu setting, lokasi, peristiwa-peristiwa naratif, plot, karakter, dan ikonografi, untuk mengetahui g...

  11. THE ANALYSIS OF DETECTIVE GENRE IN MEDIA STUDIES IN THE STUDENT AUDIENCE

    Alexander Fedorov

    2011-11-01

    Full Text Available Development of skills for the critical analysis of media texts - an important task of media education. However, media literacy practice shows that students have the problems with the discussion / analysis of entertainment genres in the early stages of media studies, for example, the difficulties in the process of understanding and interpreting the author's conception, plot and genre features. This article substantiates the methodological approaches to the analysis skills of detective/thriller genre in media studies in the student audience.

  12. Metacognition and Transfer: Keys to Improving Marketing Education

    Ramocki, Stephen P.

    2007-01-01

    A primary purpose of marketing education is to prepare students to perform throughout their careers, and performance largely relies on transferability of knowledge. It has been demonstrated that training in metacognition, along with emphasis on transfer, does lead to increased probability that knowledge will be transferred into environments…

  13. Exploring Metacognitive Strategies and Hypermedia Annotations on Foreign Language Reading

    Shang, Hui-Fang

    2017-01-01

    The effective use of reading strategies has been recognized as an important way to increase reading comprehension in hypermedia environments. The purpose of the study was to explore whether metacognitive strategy use and access to hypermedia annotations facilitated reading comprehension based on English as a foreign language students' proficiency…

  14. THE DEVELOPMENT OF BIOLOGY MATERIAL RESOURCES BY METACOGNITIVE STRATEGY

    Endang Susantini

    2016-02-01

    Full Text Available The Development of Biology Material Resources by Metacognitive Strategy The study was aimed at finding out the suitability of Biology Materials using the metacognitive strategy. The materials were textbooks, self-understanding Evaluation Sheet and the key, lesson plan, and tests including the answer key. The criteria of appropriateness included the relevance of the resources with the content validity, face va­lidity and the language. This research and development study was carried out employing a 3D model, namely define, design and develop. At the define stage, three topics were selected for analysis, they were virus, Endocrine System, and Genetic material. During the design phase, the physical appearance of the materials was suited with the Metacognitive Strategy. At the develop phase, the material resources were examined and validated by two Biology experts and senior teachers of Biology. The results showed that the Biology material Resources using Metacognitive Strategy developed in the study has fell into the category of very good ( score > 3.31 and was therefore considered suitable.

  15. A Study on Metacognitive Thinking Skills of University Students

    Coskun, Yemliha

    2018-01-01

    The purpose of this study is to investigate the university students' metacognition thinking skills. The research is a descriptive study in the screening model.The study was carried out with 407 students from the faculties of physical education and sports, education science and letters, business administration, theology, engineering, forestry and…

  16. Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates' Essay Writing

    Diaz Larenas, Claudio; Ramos Leiva, Lucía; Ortiz Navarrete, Mabel

    2017-01-01

    This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an…

  17. The role of Metacognition in eating behavior: an exploratory study

    Maria C. Quattropani

    2016-12-01

    Full Text Available In the occidental world, feeding is not only a physiological need but it may become a compulsive behavior. In fact, the tendency to instant gratification may represent a way to escape from unpleasant moods and may lead to addictive behaviors. In this process, Metacognitions, defined as internal cognitive factors that control, monitor and evaluate thinking processes, have a central role. The aim of our study was to investigate the relationship between eating behavior, psychological needs and metacognitive processes. We evaluated 44 adults using the following instruments: Eating Disorders Inventory III (EDI-III, Metacognition Questionnaire 30 (MCQ-30 and Frontal Lobe Score. Data analysis was performed using SPSS for Windows applying correlational analysis (Spearman’s Rho. We found that negative beliefs about worry concerning uncontrollability and danger were positive correlated with general psychological maladjustment composite (0.61 p<.01. In particular negative beliefs were positive correlated with specific subscales, such as personal alienation (0.57 p<.01 and emotional dysregulation (0.51 p<.01. Results confirmed the importance to explore metacognitive processes and to understand their role in emotional regulation, especially in overweight/obese subjects. Furthermore, we aim to examine the role of cognitive functions in eating behavior.

  18. Rendezvous with IQ: Metacognition in Real-Life Situations

    Al-Hilawani, Yasser A.

    2018-01-01

    The purpose of this study was to examine the relationship between metacognition as measured in real-life situations and IQ scores as reflected by performance on the Raven Standard Progressive Matrices Scale. It is also intended in this study to report on whether or not there were significant differences in performance on the metacognitive…

  19. Metacognitive reading strategies of children with learning disabilities.

    Nicolielo-Carrilho, Ana Paola; Hage, Simone Rocha de Vasconcellos

    2017-05-15

    to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension. the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%. across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive. children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.

  20. The Learning Way: Meta-Cognitive Aspects of Experiential Learning

    Kolb, Alice Y.; Kolb, David A.

    2009-01-01

    Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process--William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's…

  1. Development of Critical Thinking with Metacognitive Regulation and Toulmin Model

    Gotoh, Yasushi

    2017-01-01

    Developing critical thinking is an important factor in education. In this study, the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of metacognitive regulation of one's own problem-solving processes. To identify the validity and…

  2. A Framework for Understanding Teachers' Promotion of Students' Metacognition

    Ader, Engin

    2013-01-01

    This is an ethnographic study of promotion of metacognition, focusing on the teaching practices in secondary mathematics classrooms of three teachers in the UK. With all three teachers, observations of their teaching and interviews regarding their teaching were conducted. The main aim was analysing and substantiating the parallels and differences…

  3. Validation of the Adolescent Meta-cognition Questionnaire Version

    Kazem Khoramdel

    2012-03-01

    Full Text Available Background: The role and importance of meta-cognitive beliefs in creating and retaining of anxiety disorders were explained initially in meta-cognitive theory. The purpose of this study was to validate the Meta-cognitions Questionnaire-Adolescent version (MCQ-A in normal Iranian people and compare of meta-cognitive beliefs between adolescents with anxiety disorders and normal individuals.Materials and Method: This was a standardized study. First of all, the original version was translated into Persian then administered to 204 (101 boys and 103 girls adolescent aged 13 through 17 years. Theyhave been clustered randomly. They were selected from the schools of Isfahan, together with mood and feelings questionnaire and revised children's manifest anxiety scale. In order to assess reliability, method of internal consistency (Chronbach’s alpha and split-half coefficient was used, and also in order to assess validity, convergent validity, criterion validity and confirmatory factor analysis were used. Results: The results of correlation coefficient of convergent validity showed a relation between total score of (MCQ-A and its components with anxiety and depression except cognitive self-consciousness. Data were indicative of appropriate level of Coranbach’s alpha and split-half reliability coefficients of the MCQ-A and extracted factors. The results of factor analysis by principle components analysis and using varimax rotation showed 5 factors that account for 0.45% of the variance. Conclusion: MCQ-A has satisfactory psychometric properties in Iranian people

  4. Blessed Oblivion? Knowledge and Metacognitive Accuracy in Online Social Networks

    Moll, Ricarda; Pieschl, Stephanie; Bromme, Rainer

    2015-01-01

    In order to reap the social gratifications of Online Social Networks (OSNs), users often disclose self-related information, making them potentially vulnerable to their online audiences. We give a brief overview of our theoretical ideas and empirical research about additional cognitive and metacognitive factors relevant for the perception of risk…

  5. Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia.

    Tas, Cumhur; Brown, Elliot C; Esen-Danaci, Aysen; Lysaker, Paul H; Brüne, Martin

    2012-08-01

    Previous research has suggested that neurocognitive functioning predicts best the potential of patients with schizophrenia to acquire newly learned material, which, in turn may impact patients' social functioning. Recent studies have also shown that intrinsic motivation and metacognitive abilities play a decisive role in social functioning in schizophrenia. Accordingly, the present study sought to examine the relationship between intelligence, motivation, metacognition, and learning during a cognitive remediation experimental training. We hypothesized that metacognition and intrinsic motivation would have a strong relationship and independently predict learning potential. Thirty-two patients with schizophrenia who fulfilled the criteria of functional remission were recruited. In a pre-training-post experimental design, patients' learning potential was assessed using previously defined cognitive remediation training for WCST. Intrinsic motivation was examined using Intrinsic Motivation Inventory for schizophrenia; mastery, a domain of metacognition, was measured using the Metacognitive Assessment Scale. Metacognition significantly correlated with subdomains of intrinsic motivation. Patients with higher intrinsic motivation and preserved metacognition improved more in the learning paradigm compared to poorly motivated patients and patients with reduced metacognitive abilities. In particular, "mastery" was determined as an independent predictor of learning potential. Motivation and metacognition are important predictors of learning in schizophrenia. Psychological interventions in schizophrenia may therefore consider incorporating techniques to stimulate metacognitive and motivational abilities as well as developing individualized training programs. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. Music Genre Classification Revisited: An In-Depth Examination Guided by Music Experts

    Pálmason, Haukur; Jónsson, Björn Thór; Schedl, Markus

    2017-01-01

    Despite their many identified shortcomings, music genres are still often used as ground truth and as a proxy for music similarity. In this work we therefore take another in-depth look at genre classification, this time with the help of music experts. In comparison to existing work, we aim...... at including the viewpoint of different stakeholders to investigate whether musicians and end-user music taxonomies agree on genre ground truth, through a user study among 20 professional and semi-professional music protagonists. We then compare the results of their genre judgments with different commercial...

  7. The development of Metacognition test in genetics laboratory for undergraduate students

    A-nongwech, Nattapong; Pruekpramool, Chaninan

    2018-01-01

    The purpose of this research was to develop a Metacognition test in a Genetics Laboratory for undergraduate students. The participants were 30 undergraduate students of a Rajabhat university in Rattanakosin group in the second semester of the 2016 academic year using purposive sampling. The research instrument consisted of 1) Metacognition test and 2) a Metacognition test evaluation form for experts focused on three main points which were an accurate evaluation form of content, a consistency between Metacognition experiences and questions and the appropriateness of the test. The quality of the test was analyzed by using the Index of Consistency (IOC), discrimination and reliability. The results of developing Metacognition test were summarized as 1) The result of developing Metacognition test in a Genetics Laboratory for undergraduate students found that the Metacognition test contained 56 items of open - ended questions. The test composed of 1) four scientific situations, 2) fourteen items of open - ended questions in each scientific situation for evaluating components of Metacognition. The components of Metacognition consisted of Metacognitive knowledge, which were divided into person knowledge, task knowledge and strategy knowledge and Metacognitive experience, which were divided into planning, monitoring and evaluating, and 3) fourteen items of scoring criteria divided into four scales. 2) The results of the item analysis of Metacognition in Genetics Laboratory for undergraduate students found that Index of Consistency between Metacognitive experiences and questions were in the range between 0.75 - 1.00. An accuracy of content equaled 1.00. The appropriateness of the test equaled 1.00 in all situations and items. The discrimination of the test was in the range between 0.00 - 0.73. Furthermore, the reliability of the test equaled 0.97.

  8. Anatomical coupling between distinct metacognitive systems for memory and visual perception.

    McCurdy, Li Yan; Maniscalco, Brian; Metcalfe, Janet; Liu, Ka Yuet; de Lange, Floris P; Lau, Hakwan

    2013-01-30

    A recent study found that, across individuals, gray matter volume in the frontal polar region was correlated with visual metacognition capacity (i.e., how well one's confidence ratings distinguish between correct and incorrect judgments). A question arises as to whether the putative metacognitive mechanisms in this region are also used in other metacognitive tasks involving, for example, memory. A novel psychophysical measure allowed us to assess metacognitive efficiency separately in a visual and a memory task, while taking variations in basic task performance capacity into account. We found that, across individuals, metacognitive efficiencies positively correlated between the two tasks. However, voxel-based morphometry analysis revealed distinct brain structures for the two kinds of metacognition. Replicating a previous finding, variation in visual metacognitive efficiency was correlated with volume of frontal polar regions. However, variation in memory metacognitive efficiency was correlated with volume of the precuneus. There was also a weak correlation between visual metacognitive efficiency and precuneus volume, which may account for the behavioral correlation between visual and memory metacognition (i.e., the precuneus may contain common mechanisms for both types of metacognition). However, we also found that gray matter volumes of the frontal polar and precuneus regions themselves correlated across individuals, and a formal model comparison analysis suggested that this structural covariation was sufficient to account for the behavioral correlation of metacognition in the two tasks. These results highlight the importance of the precuneus in higher-order memory processing and suggest that there may be functionally distinct metacognitive systems in the human brain.

  9. Metacognition of visual short-term memory: Dissociation between objective and subjective components of VSTM

    Silvia eBona

    2013-02-01

    Full Text Available The relationship between the objective accuracy of visual-short term memory (VSTM representations and their subjective conscious experience is unknown. We investigated this issue by assessing how the objective and subjective components of VSTM in a delayed cue-target orientation discrimination task are affected by intervening distracters. On each trial, participants were shown a memory cue (a grating, the orientation of which they were asked to hold in memory. On approximately half of the trials, a distractor grating appeared during the maintenance interval; its orientation was either identical to that of the memory cue, or it differed by 10 or 40 degrees. The distractors were masked and presented briefly, so they were only consciously perceived on a subset of trials. At the end of the delay period, a memory test probe was presented, and participants were asked to indicate whether it was tilted to the left or right relative to the memory cue (VSTM accuracy; objective performance. In order to assess subjective metacognition, participants were asked indicate the vividness of their memory for the original memory cue. Finally, participants were asked rate their awareness of the distracter. Results showed that objective VSTM performance was impaired by distractors only when the distractors were very different from the cue, and that this occurred with both subjectively visible and invisible distractors. Subjective metacognition, however, was impaired by distractors of all orientations, but only when these distractors were subjectively invisible. Our results thus indicate that the objective and subjective components of VSTM are to some extent dissociable.

  10. Music Genre Classification using an Auditory Memory Model

    Jensen, Kristoffer

    2011-01-01

    Audio feature estimation is potentially improved by including higher- level models. One such model is the Auditory Short Term Memory (STM) model. A new paradigm of audio feature estimation is obtained by adding the influence of notes in the STM. These notes are identified when the perceptual...... results, and an initial experiment with sensory dissonance has been undertaken with good results. The parameters obtained form the auditory memory model, along with the dissonance measure, are shown here to be of interest in genre classification....

  11. Approches sur l’historiographie du genre à Byzance

    Georges Sidéris

    2008-01-01

    Les études de genre occupent une place importante dans les études byzantines. Le rôle des femmes, des eunuques, des hommes en tant que mâles, mais aussi de la domination masculine dans la société byzantine est maintenant bien reconnu. Ces études reflètent la diversité et la spécificité de la société byzantine.Gender Studies hold an important place in Byzantine Studies. Roles of women and eunuchs as well as masculinity and male domination in the Byzantine society are now well recognized. Gende...

  12. PURE OR HYBRID? THE DEVELOPMENT OF MIXED DICTIONARY GENRES

    Reinhard R. K. Hartmann

    2005-11-01

    Full Text Available This paper explores 'hybrid' genres of dictionaries and other reference works. Against the tradition of general dictionaries becoming ever more specialised, there has also been a growing trend of mixing two or more 'pure' dictionary types for achieving specific purposes, e.g. the combination of alphabetic and thematic dictionary,general dictionary and technical glossary, dictionary and thesaurus, dictionary and encyclopedia, monolingual and bilingual dictionary, etc. Examples of these various sub-types are discussed (admitting that dictionary research has neglected their study,with the aim of determining overall trends and implications, particularly with regard to the possibility of their further development with the means of information technology.

  13. Genre Analysis On Reading Passages Grade VII English Textbooks

    Sukma, Ardini Nur

    2010-01-01

    Referring to the latest curriculum, School-Based Curriculum, every English textbook should provide genres based on the level of literacy of each grade. On this paper, I analyzed English textbooks published by Erlangga ?óÔé¼ÔÇ£ English on Sky (EOS), and by Pakar Raya -- Let?óÔé¼Ôäós Talk. This paper focuses on how are the reading passages of the textbooks compatible with ?óÔé¼?ôStandard Isi?óÔé¼?Ø?. Coinciding with the statement of the problems, the objectives of this paper are to describe the...

  14. Benin Video-film: A Case for the Documentary Genre

    Omoera, Osakue Stevenson

    2016-01-01

    Although Onions Edionwe’s films, such as Echoes of a Kingdom, Arousa N’ohuan-ren, and Aisiokuoba, are notable documentaries, they represent an “insignificant” component of the total number of movies that have been made in the Benin or Edo language film section of the Nigerian film culture (Nollywood). A critical review of the Benin video culture indicates that a majority of the Benin film content creators tend to ignore the documentary genre. This article explores the reasons Benin filmmakers...

  15. Un autre genre d’antimémoires

    Boisen, Jørn

    2010-01-01

    One of the main characteristics of Romain Gary is the constant attempt to transgress the boundaries between life and fiction. His autobiographic texts are as a rule highly fictitious. On the other hand, in real life, he tried to live out a fiction written for him by his mother and, later on......, by himself. The ambivalence of the relation between fiction and truth characterizes all of his books, but it is particularly interesting in his attempts at the autobiographical genre where it reveals a quite original understanding of human identity, and the dialectics of memory and forgetting...

  16. Text genres and registers the computation of linguistic features

    Fang, Chengyu Alex

    2015-01-01

    This book is a description of some of the most recent advances in text classification as part of a concerted effort to achieve computer understanding of human language. In particular, it addresses state-of-the-art developments in the computation of higher-level linguistic features, ranging from etymology to grammar and syntax for the practical task of text classification according to genres, registers and subject domains. Serving as a bridge between computational methods and sophisticated linguistic analysis, this book will be of particular interest to academics and students of computational linguistics as well as professionals in natural language engineering.

  17. The letter of submission: avoiding the promotional genre

    Shaw, Philip; Okamura, Akiko

    1998-01-01

    Functionally the letter of submission accompanying an article submitted to a journal is promotional, but it does not have the form one would expect from e.g. Bhatia 1993. Instead it is extremely brief and uninformative. This reflects the so-called Utilitarian Discourse which is a shared feature...... of American culture and the subculture of science. Research published elsewhere (Okamura and Shaw 1999, ESPJ) shows that neither native speakers of English nor non-natives who were not practising scientists could produce the appropriate genre, while NNS scientists produced texts which only deviated slightly...

  18. The Role of Metacognition in Enhancing Learning.

    Biggs, John

    1988-01-01

    Students need to be aware of their motives, of task demands, and of their own cognitive resources, and to exert control over the strategies appropriate for handling the task. Two intervention studies are described, one with at-risk university students and the other with high school students. (Author/MLW)

  19. Genre Analysis of Iranian TEFL Students’ Master Theses

    Shadi Shirani

    2018-04-01

    Full Text Available Genre analysis dealing with the study of situated language in a particular context is regarded as a crucial component in every communication in general and academic writing texts in particular. Furthermore, recently it has been set as a requirement for the graduated students to pursue a shared rhetorical pattern for generating an academic text. Several researchers have recommended detailed explanations for rhetorical structures of various parts of academic texts, and an extensive literature is dedicated to investigate different academic genres such as research articles, theses, and dissertations in English. But, there are not enough studies that work on the thesis as a whole product and analyze all sections together and not separately. Therefore, 40 M.A. theses produced by Iranian TEFL students at Islamic Azad University (IAU, Isfahan (Khorasgan Branch were collected and analyzed for the rhetorical structures of the Introduction, Method, Results, and Discussion (IMRD sections in order to accomplish the objectives of the study. Through calculating the frequencies and percentages of data, it was revealed that a number of moves in different sections was absent in the theses.

  20. Applied genre analysis: a multi-perspective model

    Vijay K Bhatia

    2002-04-01

    Full Text Available Genre analysis can be viewed from two different perspectives: it may be seen as a reflection of the complex realities of the world of institutionalised communication, or it may be seen as a pedagogically effective and convenient tool for the design of language teaching programmes, often situated within simulated contexts of classroom activities. This paper makes an attempt to understand and resolve the tension between these two seemingly contentious perspectives to answer the question: "Is generic description a reflection of reality, or a convenient fiction invented by applied linguists?". The paper also discusses issues related to the nature and use of linguistic description in a genre-based educational enterprise, claiming that instead of using generic descriptions as models for linguistic reproduction of conventional forms to respond to recurring social contexts, as is often the case in many communication based curriculum contexts, they can be used as analytical resource to understand and manipulate complex inter-generic and multicultural realisations of professional discourse, which will enable learners to use generic knowledge to respond to novel social contexts and also to create new forms of discourse to achieve pragmatic success as well as other powerful human agendas.

  1. Turkish Music Genre Classification using Audio and Lyrics Features

    Önder ÇOBAN

    2017-05-01

    Full Text Available Music Information Retrieval (MIR has become a popular research area in recent years. In this context, researchers have developed music information systems to find solutions for such major problems as automatic playlist creation, hit song detection, and music genre or mood classification. Meta-data information, lyrics, or melodic content of music are used as feature resource in previous works. However, lyrics do not often used in MIR systems and the number of works in this field is not enough especially for Turkish. In this paper, firstly, we have extended our previously created Turkish MIR (TMIR dataset, which comprises of Turkish lyrics, by including the audio file of each song. Secondly, we have investigated the effect of using audio and textual features together or separately on automatic Music Genre Classification (MGC. We have extracted textual features from lyrics using different feature extraction models such as word2vec and traditional Bag of Words. We have conducted our experiments on Support Vector Machine (SVM algorithm and analysed the impact of feature selection and different feature groups on MGC. We have considered lyrics based MGC as a text classification task and also investigated the effect of term weighting method. Experimental results show that textual features can also be effective as well as audio features for Turkish MGC, especially when a supervised term weighting method is employed. We have achieved the highest success rate as 99,12\\% by using both audio and textual features together.

  2. Transforming Musical Signals through a Genre Classifying Convolutional Neural Network

    Geng, S.; Ren, G.; Ogihara, M.

    2017-05-01

    Convolutional neural networks (CNNs) have been successfully applied on both discriminative and generative modeling for music-related tasks. For a particular task, the trained CNN contains information representing the decision making or the abstracting process. One can hope to manipulate existing music based on this 'informed' network and create music with new features corresponding to the knowledge obtained by the network. In this paper, we propose a method to utilize the stored information from a CNN trained on musical genre classification task. The network was composed of three convolutional layers, and was trained to classify five-second song clips into five different genres. After training, randomly selected clips were modified by maximizing the sum of outputs from the network layers. In addition to the potential of such CNNs to produce interesting audio transformation, more information about the network and the original music could be obtained from the analysis of the generated features since these features indicate how the network 'understands' the music.

  3. Uncovering collective listening habits and music genres in bipartite networks

    Lambiotte, R.; Ausloos, M.

    2005-12-01

    In this paper, we analyze web-downloaded data on people sharing their music library, that we use as their individual musical signatures. The system is represented by a bipartite network, nodes being the music groups and the listeners. Music groups’ audience size behaves like a power law, but the individual music library size is an exponential with deviations at small values. In order to extract structures from the network, we focus on correlation matrices, that we filter by removing the least correlated links. This percolation idea-based method reveals the emergence of social communities and music genres, that are visualized by a branching representation. Evidence of collective listening habits that do not fit the neat usual genres defined by the music industry indicates an alternative way of classifying listeners and music groups. The structure of the network is also studied by a more refined method, based upon a random walk exploration of its properties. Finally, a personal identification-community imitation model for growing bipartite networks is outlined, following Potts ingredients. Simulation results do reproduce quite well the empirical data.

  4. The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

    Safari, Yahya; Meskini, Habibeh

    2015-01-01

    Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students? problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. T...

  5. Metacognition, Metamemory, and Mindreading in High-Functioning Adults with Autism Spectrum Disorder.

    Grainger, Catherine; Williams, David M.; Lind, Sophie E.

    2014-01-01

    Objectives: Metacognition refers to cognition about cognition, and encompasses both knowledge of cognitive processes and the ability to monitor and control one’s own cognitions. The current study aimed to establish whether metacognition is impaired in autism spectrum disorder (ASD). According to some theories, the ability to represent one’s own mental states (an aspect of metacognition) relies on the same mechanism as the ability to represent others’ mental states (“mindreading”). Given numer...

  6. Metacognitive beliefs as a predictor of health anxiety in a self-reporting Italian clinical sample

    Melli, Gabriele; Bailey, Robin; Carraresi, Claudia; Poli, Andrea

    2017-01-01

    Research has supported the specific role that anxiety sensitivity, health-related dysfunctional beliefs, and metacognitive beliefs may play in the development and maintenance of health anxiety symptoms. However, the role of metacognitive beliefs in health anxiety has only been explored in analogue samples. The aim of this study was to explore for the first time the association between metacognitive beliefs and health anxiety symptoms in a sample of participants who reported having received a ...

  7. Metacognitive Deficiency in a Perceptual but Not a Memory Task in Methadone Maintenance Patients

    Sadeghi, Saeedeh; Ekhtiari, Hamed; Bahrami, Bahador; Ahmadabadi, Majid Nili

    2017-01-01

    Drug addiction has been associated with lack of insight into one?s own abilities. However, the scope of metacognition impairment among drug users in general and opiate dependent individuals in particular is not fully understood. Investigating the impairments of metacognitive ability in Substance Dependent Individuals (SDIs) in different cognitive tasks could contribute to the ongoing debate over whether metacognition has domain-general or domain-specific neural substrates. We compared metacog...

  8. Gridded precipitation dataset for the Rhine basin made with the genRE interpolation method

    Osnabrugge, van B.; Uijlenhoet, R.

    2017-01-01

    A high resolution (1.2x1.2km) gridded precipitation dataset with hourly time step that covers the whole Rhine basin for the period 1997-2015. Made from gauge data with the genRE interpolation scheme. See "genRE: A method to extend gridded precipitation climatology datasets in near real-time for

  9. The use of genre analysis in the design of electronic meeting systems

    Pedro Antunes

    2006-01-01

    Full Text Available Introduction. Genre analysis is an approach to study communication patterns and thus it can be applied to the specific context of meetings. This research investigates the impact of genre analysis on the design of electronic meeting systems. Background. The primary goal of genre analysis is to understand how virtual communities use digital communication to collaborate. This knowledge is fundamental to inform IT design, particularly in areas where communication and informality are paramount. However, the research literature does not report any experiments where genre analysis has been used to inform electronic meeting system design. Problems. The paper tackles the following common problems found in current electronic meeting systems: (1 reduced organizational integration, neglecting many contextual cues and explaining factors necessary to make meeting outcomes usable within the organization; (2 lack of support to specific communities of users, stressing the dependency on a facilitator to configure and manage the technology; and (3 lack of support to meeting occurrences that span across long time periods. Conclusion. . The paper describes how genre analysis was used to develop electronic meeting systems for several organizations and meeting genres. It covers the complete design process, from genre elicitation to validation. The obtained results demonstrate that the genre approach produces electronic meeting systems focused on organizational integration, pre-configured to communities of users, supporting long-term usage and added organizational value.

  10. Improving Readability in an Explicit Genre-Based Approach: The Case of an EFL Workplace Context

    Albino, Gabriel

    2017-01-01

    The present study investigates how learners of English as a foreign language (EFL) improve the readability of their texts in an explicit genre-based approach that is utilized in an oil and gas exploration workplace in Angola. By drawing on the English for Specific Purposes and Systemic Functional Linguistics genre traditions, the study engages 18…

  11. Genre-dependent interaction of coherence and lexical cohesion in written discourse

    Berzlánovich, I.; Redeker, G.

    2012-01-01

    We investigate the interaction between coherence and lexical cohesion in expository and persuasive texts using seven encyclopedia texts and seven fundraising letters. We describe genre structure in terms of genre-specific moves and coherence structure with Rhetorical Structure Theory. For lexical

  12. Genre Analysis: The State of the Art (An Online Interview with Vijay Kumar Bhatia)

    Bhatia, Vijay Kumar; Salmani Nodoushan, M. A.

    2015-01-01

    In this interview, Vijay Bhatia freely reflects on his personal experiences, perceptions, and views about the development of Genre Analysis in the early eighties towards Critical Genre Analysis today. He offers his impressions about how professionals construct, interpret, use and often exploit generic resources in their everyday practice to meet…

  13. Assessing business proposals: genre conventions and audience response in document design

    Lagerwerf, L.; Bossers, Ellis

    2002-01-01

    We carried out two studies in which several genre conventions were tested on professional readers to verify the usefulness of applying genre conventions to business proposals. In the first study, 39 male business clients of the company IBM Netherlands compared an authentic busi ness proposal with a

  14. Bridging Literary and Philosophical Genres: Judgement, Reflection and Education in Camus' "The Fall"

    Roberts, Peter

    2008-01-01

    Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus' short novel, "The Fall". "The Fall", through the character and words of…

  15. Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

    De La Paz, Susan; Wissinger, Daniel R.

    2015-01-01

    Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an…

  16. The Linguistic Development of Students of English as a Second Language in Two Written Genres

    Yoon, Hyung-Jo; Polio, Charlene

    2017-01-01

    This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on…

  17. THE PROBLEM OF GENRE DEFINING WORKS OF D.DEFOE AND J.SWIFT

    M. A. Maslova

    2014-01-01

    Full Text Available The article addresses the question of genre specifics of works D.Defoe and J.Swift. Novels of English writers of the 18th century are presented as a synthesis of various genre models: travel, adventure, philosophical novel, an allegorical parable, satire, utopia. The emphasis is on the analysis of the philosophical content of the novels.

  18. The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher's Journaling Practice

    Hallman, Heidi; Adam, Amy Rousselo

    2013-01-01

    In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is…

  19. American Film Genres: Approaches to a Critical Theory of Popular Film.

    Kaminsky, Stuart M.

    This book is divided into twelve sections and contains photographs from many of the films discussed. The introduction defines film genre and describes the general theories behind this book; "The Individual Film" analyzes the film "Little Caesar" as it relates to the genre of gangster films; "Comparative Forms"…

  20. The historical issue in film genre Commedia all 'italiana: the first world war in fiction

    Celina Vivian Lima Augusto

    2011-10-01

    Full Text Available The theme chosen for this article was to join "Cinema and History" to the cinematographic genre commedia all'italiana. First, there is a general introduction that discusses the italian genre. The second part deals with the historical representation in the commedia all' italiana, analyzing the Mario Monicelli’s work, the movie "La Grande Guerra".

  1. Re-Describing Knowledge Organization — A Genre and Activity-Based View

    Andersen, Jack

    2015-01-01

    Purpose This chapter offers a re-description of knowledge organization in light of genre and activity theory. Knowledge organization needs a new description in order to account for those activities and practices constituting and causing concrete knowledge organization activity. Genre and activity...

  2. Genre-based Pedagogy: A case of an Iranian ESP Business Management course

    Hadis Toufani Asl

    2015-11-01

    Full Text Available Genre-based instruction has been latterly a very common method used in language courses. In spite of the various research conducted on academic genres, there are still very few studies which examine the learners’ perceptions of genre-based pedagogy, particularly in courses like English for Specific Purposes (ESP. Therefore, the present study aimed at considering the Sophomore Business Management learners’ perspective on genre instruction in their ESP course, at the University of Tehran. The focuses of the present study were the focal genres of textbook and teaching method in terms of the content feature. The data was collected by means of both quantitative and qualitative instruments which were subject to both statistical analysis and constant comparative method of qualitative analysis. Results of the study revealed that the practice of genres were relevant to some of the learners’ subsequent academic and non-academic performance. Furthermore, the results regarding the questionnaire section indicated that a number of learners could apply the genre features and they were conscious of them. By and large, it was concluded that the explicit instruction together with the provision of more English-mediated content courses, for practices outside of the classroom, can have a higher impact on ESP programs. Keywords: ESP, genre-based pedagogy, content, textbook, teaching method, activities, learners’ perception

  3. The Linguistic and the Contextual in Applied Genre Analysis: The Case of the Company Audit Report

    Flowerdew, John; Wan, Alina

    2010-01-01

    By means of an analysis of the genre of the audit report, this study highlights the respective roles of linguistic and contextual analysis in genre analysis, if the results are to be of maximum use in ESP course design. On the one hand, based on a corpus of current and authentic written auditors' reports produced in a large international Hong Kong…

  4. Selecting Television Programs for Language Learning: Investigating Television Programs from the Same Genre

    Webb, Stuart

    2011-01-01

    The scripts of 288 television episodes were analysed to determine the extent to which vocabulary reoccurs in television programs from the same subgenres and unrelated television programs from different genres. Episodes from two programs from each of the following three subgenres of the American drama genre: medical, spy/action, and criminal…

  5. Revisiting a Genre: Teaching Infographics in Business and Professional Communication Courses

    Toth, Christopher

    2013-01-01

    Infographics exist on nearly any topic you can imagine, proliferating in the digital age with social media. As this genre continues to explode in the business scene, business and professional communication instructors can no longer ignore showing their students infographics. After first defining the genre and outlining how it situates itself…

  6. Energy awareness

    1977-01-01

    The objective of the Symposium for Public Awareness on Energy was to provide an information exchange among the members of the technical community and the public, civic, fraternal, service, and labor organizations on timely energy-related issues. The 1977 symposium was oriented toward state and local governmental officials in the southeastern states. Since it is these officials who have the responsibility for the development and actualization of local energy strategies, the program was directed toward providing information which would be of help to them in considering energy plans. The symposium presentations featured speakers who are recognized in many facets of the energy field. A variety of views were expressed and a number of policy alternatives were suggested. It is hoped that the presentations provided the motivation for the audience to return to their respective communities with a new and expanded perspective regarding energy issues and policies. The private and public organizations represented at the symposium can continue to provide pertinent information to those who are interested. A separate abstract was prepared for each of the 9 presentations.

  7. Synthetic Cognitive Apprenticeship Model – Possible Way to Enhance Students’ Metacognitive Skills

    Jelena Suchanova

    2011-12-01

    Full Text Available The article presents the kaleidoscopic view on the concept of metacognition. There are a lot of implications showing the link between metacognitive skills, learning and teaching. Metacognitive skills such as self-direction, self-evaluation, and self-control, as well as orientation, planning, monitoring, testing, diagnosing, repairing, evaluation and reflection play an important role in facilitating the process of transition from teacher-centered environment to autonomous foreign language studies. Synthetic Cognitive Apprenticeship model is suggested as possible way to help students enhance their metacognitive skills thus becoming more prepared for autonomous foreign language studies.

  8. Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

    Misu, La; Ketut Budayasa, I.; Lukito, Agung

    2018-03-01

    This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

  9. Metacognition in first-episode psychosis and its association with positive and negative symptom profiles.

    Trauelsen, Anne Marie; Gumley, Andrew; Jansen, Jens Einar; Pedersen, Marlene Buch; Nielsen, Hanne-Grethe Lyse; Trier, Christopher Høier; Haahr, Ulrik H; Simonsen, Erik

    2016-04-30

    There is growing evidence that metacognitive abilities which include the ability to synthesize knowledge regarding mental states in self and others and use this ability to solve problems are impaired in non-affective psychosis and associated with positive and negative symptom severity. We sought to (a) investigate the severity of metacognitive impairments in first-episode psychosis (FEP) compared to non-clinical controls and (b) explore associations with positive and negative symptom profiles. Ninety-seven people with FEP were compared to 101 control persons. Metacognition was assessed with interviews and the Metacognitive assessment scale-abbreviated. Four groups based on positive and negative symptoms were identified by cluster analysis and compared on metacognition, childhood adversities, duration of untreated psychosis and premorbid social and academic adjustment. Those with high levels of negative symptoms had poorer metacognitive abilities. Those with high positive and low negative symptoms did not have poorer metacognitive abilities than those with low positive and negative symptoms. None of the other predictors differed between the groups. The FEP group had poorer metacognitive abilities than the control group. Inclusion of metacognition in psychosis models may improve our understanding of negative symptoms, while previous findings of a relation with positive symptoms may have been confounded. Implications for current interventions are discussed. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  10. Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

    Schellings, G.L.M.; van Hout-Wolters, B.H.A.M.; Veenman, M.V.J.; Meijer, J.

    2013-01-01

    Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire

  11. Assessment of the Greek worry-related metacognitions: the Greek version of the Metacognitions Questionnaire (MCQ-30).

    Typaldou, G M; Konstantakopoulos, G; Roxanis, I; Nidos, A; Vaidakis, N; Papadimitriou, G N; Wells, A

    2014-01-01

    The Metacognitions Questionnaire-30 (MCQ-30), developed by Wells and Cartwright-Hatton (2004), represents a multidimensional measure of metacognitive factors considered to be important in the metacognitive model of psychological disorders. The primary aim of the present study was to examine internal consistency, test-retest reliability, convergent validity and the factor structure of the Greek version of the MCQ-30. Moreover, we investigated the associations of the extracted factors with trait anxiety in a Greek sample. The study sample consisted of 547 non-clinical participants (213 males and 334 females). All participants completed the Greek version of the MCQ-30. A subsample of 157 participants also completed the Trait Anxiety subscale of the State -Trait Anxiety Inventory and the Meta-worry subscale of the Anxious Thought Inventory. Thirty participants were retested with the MCQ-30 over a retest interval ranging from three to five weeks. The results confirmed the dimensionality of the MCQ-30 and five factors were extracted consistent with the original English version: (1) positive beliefs about worry, (2) negative beliefs about worry concerning uncontrollability and danger, (3) cognitive confidence, (4) beliefs about the need to control thoughts and the negative consequences of not controlling them, and (5) cognitive selfconsciousness. The MCQ-30 showed high levels of internal consistency and test-retest reliability. The correlation between MCQ-30 total score and AnTI-MW was strong, indicating high level of convergent validity. Moreover, all correlations between MCQ-30 total and subscale scores and STAI-T were significant apart from the correlation between 'cognitive confidence' and trait anxiety. The Greek sample scored higher in the MCQ-30 and its subscales than the English sample in the original study. Women scored significantly higher than men in the overall MCQ-30 and the "uncontrollability and danger" and "need to control thoughts" subscales, whereas no

  12. Adapting Metacognitive Therapy to Children with Generalised Anxiety Disorder

    Esbjørn, Barbara Hoff; Normann, Nicoline; Reinholdt-Dunne, Marie Louise

    2015-01-01

    -c) with generalised anxiety disorder (GAD) and create suggestions for an adapted manual. The adaptation was based on the structure and techniques used in MCT for adults with GAD. However, the developmental limitations of children were taken into account. For instance, therapy was aided with worksheets, practical......The metacognitive model and therapy has proven to be a promising theory and intervention for emotional disorders in adults. The model has also received empirical support in normal and clinical child samples. The purpose of the present study was to adapt metacognitive therapy to children (MCT...... exercises and delivered in a group format. Overall, the intervention relied heavily on practising MCT techniques in vivo with therapist assistance. A detailed description of how the manual was adapted for this age group is given, and examples from a group of four children are presented in a case series...

  13. Development of Metacognitive and Discursive Activities in Indonesian Maths Teaching

    Christa Kaune

    2011-01-01

    Full Text Available We report on a German-Indonesian design research project, which aims to significantly increase the mathematical skills of secondary school students. Since results of international comparative studies have shown that there exists a relationship between metacognition and learning success, a learning environment for the beginning with secondary school mathematics in class seven has been developed, in order to significantly enhance metacognitive and discursive activities of students and teachers. The effectiveness of the approach has been tested in a secondary school several times. In this paper the theoretical background for the design of the learning environment is described, some sample exercises are presented and student productions from the project lessons analysed.

  14. From MetaCognition to MetaPractition

    Alcock, Gordon Lindsay

    developed frameworks for both quantitative and qualitative Metacognitive and ‘Meta-practitive’ reflection.. Designed to help students adapt to, and adopt new learning strategies; accelerate their understanding and performance within a collaborative ‘Profession Bachelor’ and PBL culture, the author documents...... ‘Metacognitive’ learning portfolios in the initial ‘Learning to Learn (L2L) environment and a self-authoring, ‘Meta-practitive’ approach in the later stages of an ‘Architectural Technology degree....

  15. Avoiding the Conflict: Metacognitive Awareness Drives the Selection of Low-Demand Contexts

    Desender, K.; Buc Calderon, C.; Van Opstal, F.; Van den Bussche, E.

    2017-01-01

    Previous research attempted to explain how humans strategically adapt behavior in order to achieve successful task performance. Recently, it has been suggested that 1 potential strategy is to avoid tasks that are too demanding. Here, we report 3 experiments that investigate the empirically neglected

  16. Relation between Metacognitive Awareness and Participation to Class Discussion of University Students

    Akman, Özkan; Alagöz, Bülent

    2018-01-01

    Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of…

  17. The Relationship between Mobile Phone Use, Metacognitive Awareness and Academic Achievement

    Dos, Bulent

    2014-01-01

    Mobile phones are getting smarter and the usage through university students becoming more popular. University students using mobile phones for talking, for texting message, for Internet search, for listening music, watching videos, playing games, using social media etc. Mobile phones are not accessory any more, they are integrated like our…

  18. Differences in the Metacognitive Awareness of Reading Strategies among Native and Non-Native Readers.

    Sheorey, R.; Mokhtari, K.

    2001-01-01

    Examines the differences in the reported use of reading strategies of native and non-native English speakers when reading academic materials. Participants were native English speaking and English-as-a-Second-Language college students who completed a survey of reading strategies aimed at discerning the strategies readers report using when coping…

  19. The Relationship Between Mobile Phone Use, Metacognitive Awareness and Academic Achievement

    Dos, Bulent

    2014-01-01

    Mobile phones are getting smarter and the usage through university students becoming more popular. University students using mobile phones for talking, for texting message, for Internet search, for listening music, watching videos, playing games, using social media etc... Mobile phones are not accessory any more, they are integrated like our clothes. There are studies examining the effects of using mobile phones frequently. The aim of this study was to determine the relationship between mobil...

  20. Coping style development: The role of learning goal orientation and metacognitive awareness

    Delahaij, R.; Dam, K. van

    2016-01-01

    Professionals in high-risk organizations, such as the military, need to develop effective coping styles in order to deal with dangerous and stressful situations. Although most of these organizations already offer programs and interventions aimed at improving employees' coping styles, there is still