Accuracy of Metamemory After Traumatic Brain Injury: Predictions During Verbal Learning
- Knowing that you don't know: Metamemory and discourse processing. Klin, Celia M.; Guzman, Alexandria E. // Journal of Experimental Psychology. Learning, Memory & Cognition;Nov97, Vol. 23 Issue 6, p1378
Analyses metacognition, the ability to reflect on our own thoughts. Reference to (Miner and Reder, 1994), (Metcalfe, 1993, 1994) et al; Experimental procedure used; What the analyses revealed.
- That's entertainment. // Bulletin with Newsweek;4/11/95, Vol. 116 Issue 5965, p90
Presents a cartoon about trauma compensation for a witness to an accident.
- Victims, memory, history. Roth, Michael S. // Tikkun;Mar/Apr94, Vol. 9 Issue 2, p59
Discusses why traumatic memories and the recognition of victimization, while empowering, can also breed destructive impulses and a lust for vengeance. Socio-cultural aspects of sharing oppression legacies; Traumatic memory as alibi for moral and political transgression; Use in expanding network...
- Factor structure of the California verbal learning test in moderate and severe closed-head injury. Millis, Scott R. // Perceptual & Motor Skills;Feb95, Vol. 80 Issue 1, p219
Describes the factor analysis with principal components extraction and varimax rotation performed on 19 Californian Verbal Learning Test age-uncorrected scores from a sample of 75 moderate and severe closed-head-injured patients. Obtained 6-factor solution; Labeling of the factors; Correlations...
- Eye exams for a non-verbal child. Berman, Paul // Exceptional Parent;Sep97, Vol. 27 Issue 9, p50
Presents information on a question and answer segment pertaining to limited verbal skills. Details on the answer given; Information on visual acuity.
- Effects of pronounceability and articulatory suppression on phonological learning. Saito, Satoru // Perceptual & Motor Skills;Oct95, Vol. 81 Issue 2, p651
Studies the effects of pronounceability and articulatory suppression on learning for the phonology of new vocabulary. Method employed; Results; Discussion on the same.
- Stimulus modality and verbal learning after moderate to severe closed head injury. Eliason, Mark R. // Physical Therapy;Oct1996, Vol. 76 Issue 10, p1129
Evaluates the effects of stimulus modality on the verbal learning of subjects with traumatic brain injury. Low test score after auditory presentation than those after visual or combined presentation; Decrease in performance after presentation of an interference stimulus; Theories of recall...
- OFF-LINE METACOGNITION- A DOMAIN-SPECIFIC RETARDATION IN YOUNG CHILDREN WITH LEARNING DISABILITIES? Desoete, Annemie; Roeyers, Herbert // Learning Disability Quarterly;Spring2002, Vol. 25 Issue 2, p123
Presents a study which assessed the off-line metacognition in intelligent children with or without learning disabilities in elementary grade students. Relationship between mathematics, off-line metacognition and intelligence in young children; Investigation of retardation and...
- Metacognition and problem solving: A process-oriented approach. Berardi-Coletta, Bernadette; Dominowski, Roger L. // Journal of Experimental Psychology. Learning, Memory & Cognition;Jan1995, Vol. 21 Issue 1, p205
Examines the positive effects of verbalization on solution transfer. Metacognitive processing involve in explaining solution behaviors; Distinction between process-oriented, problem-oriented and simple verbalizations; Comparisons of the performance; Enhancement of problem domain knowledge.