Publication Date
Spring 2022
Advisor(s) - Committee Chair
Jenni Redifer (Director), Sarah Ochs, Qin Zhao
Degree Program
Department of Psychology
Degree Type
Specialist in Education
Abstract
Metacognition is beneficial for helping individuals understand their own learning and retrieval processes. Self-explanation is a metacognitive strategy that uses metacognitive skills to guide students through learning activities. Therefore, I predicted that participants who were more metacognitive during self-explanation would be able to recall more information than those who were less metacognitive. As expected, those who scored high in metacognition also scored higher on a recall test. I also expected those with higher working memory capacity to produce more metacognitive statements. This hypothesis was not supported. There was no difference between those with high or low working memory and the amount of metacognitive statements made. These results demonstrate that teaching students to be more metacognitive while using the self-explanation strategy may improve their recall performance.
Disciplines
Cognitive Psychology | Other Education | Psychology
Recommended Citation
Glass, Brandi Michelle, "Metacognition, Working Memory Capacity, and Recall Performance" (2022). Masters Theses & Specialist Projects. Paper 3576.
https://digitalcommons.wku.edu/theses/3576