Self-monitoring recall during two tasks after traumatic brain injury: A preliminary study

American Journal of Speech-Language Pathology

Volumn 13, Issue 2, 2004, Pages 142-154

  Kennedy, Mary R T ^a,b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b 115 Shevlin Hall ^*  (United States)

Author keywords

Brain injury; Learning; Memory; Meta memory; Self monitoring

Indexed keywords

ACCURACY; ADULT; ARTICLE; BRAIN INJURY; CLINICAL ARTICLE; CONTROLLED STUDY; FEMALE; HUMAN; LEARNING; MALE; MEMORY; PREDICTION; RECALL; SELF MONITORING; TASK PERFORMANCE; WORKING MEMORY;

EID: 2942512812     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/1058-0360(2004/015)     Document Type: Article

References (67)

1. Allen, C. C., & Ruff, R. M. (1990). Self-rating versus neuropsychological performance of moderate versus severe head-injured patients. Brain Injury, 4, 7-17.
2. American Congress of Rehabilitation Medicine, Mild Traumatic Brain Injury Committee. (1993). Definition of mild traumatic brain injury. Journal of Head Trauma Rehabilitation, 8, 86-87.
3. Ammons, R. B., & Ammons, C. H. (1979). Use and evaluation of the Quick Test (QT): Partial summary. Psychological Reports, 43, 943-946.
4. Barona, A., Reynolds, C. R., & Chastain, R. (1984). A demographically based index of premorbid intelligence for the WAIS-R. Journal of Consulting and Clinical Psychology, 52, 885-887.
5. Boake, C., Freeland, J. C., Ringholz, G. M., Nance, M. L., & Edwards, K. E. (1995). Awareness of memory loss after severe closed-head injury. Brain Injury, 9, 273-283.
6. Brookshire, R. H., & Nicholas, L. E. (1993). The Discourse Comprehension Test. Tucson, AZ: Communication Skill Builders.
7. Cicerone, K., & Giacino, J. T. (1992). Remediation of executive function deficits after traumatic brain injury. NeuroRehabilitation,2, 12-22.
8. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
9. Connor, L. T., Dunlosky, J., & Hertzog, C. (1997). Age-related differences in absolute but not relative metamemory accuracy. Psychology and Aging, 12, 50-71.
10. Courville, C. B. (1937). Pathology of the central nervous system. Mountain View, CA: Pacific.
11. Crosson, B., Barco, P. B., Bolesta, M. M., Cooper, P. V., Werts, D., & Brobeck, T. C. (1989). Awareness and compensation in postacute head injury rehabilitation. Journal of Head Trauma Rehabilitation, 4(3), 46-54.
12. Damasio, A. R. (1989). The brain binds entities and events by multiregional activation from convergence zones. Neural Computation, 1, 123-132.
13. Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1-24). Norwood, NJ: Ablex.
14. Dunlosky, J., & Nelson, T. O. (1994). Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur? Journal of Memory and Language, 33, 545-565.
15. Giacino, J. T., & Cicerone, K. D. (1998). Varieties of deficit unawareness after brain injury. Journal of Head Trauma Rehabilitation, 75(5), 1-15.
16. Goodman, L. A., & Kruskal, W. H. (1954). Measures of association for cross classifications. Journal of the American Statistical Association, 49, 732-764.
17. Hanten, G., Levin, H., & Song, J. X. (2000). Working memory and metacognition in sentence comprehension by severely head-injured children: A preliminary study. Developmental Neuropsychology, 16, 393-414.
18. Hart, T., Giovannetti, T., Montgomery, M. W., & Schwartz, M. F. (1998). Awareness of errors of naturalistic action after traumatic brain injury. Journal of Head Trauma Rehabilitation, 13(5), 16-28.
19. Haut, M. W., Petros, T. V., & Frank, R. G. (1990). The recall of prose as a function of importance following closed head injury. Brain Injury, 4, 281-288.
20. Haut, M., & Shutty, M. S. (1992). Patterns of verbal learning after closed head injury. Neuropsychology, 6, 51-58.
21. Hertzog, C., Dixon, R. A., & Hultsch, D. F. (1990). Relation-ships between metamemory, memory predictions, and memory task performance in adults. Psychology and Aging, 60, 215-227.
22. Janowsky, J. S., Shimamura, A. P., & Squire, L. R. (1989). Memory and metamemory: Comparisons between patients with frontal lobe lesions and amnesic patients. Psychobiology, 17, 3-11.
23. Johnson-Laird, P. N., & Byrne, R. M. J. (1991). Deduction. Hillsdale, NJ: Erlbaum.
24. Keleman, W. L., Frost, P. J., & Weaver, C. A., III. (2000). Individual differences in metacognition: Evidence against a general metacognitive ability. Memory & Cognition, 28, 92-107.
25. Kennedy, M. R. T. (2001). Retrospective confidence judgements made by adults with traumatic brain injury: Relative and absolute accuracy. Brain Injury, 15, 1-19.
26. Kennedy, M. R. T., Carney, E., & Peters, S. M. (2003). Predictions of recall and study strategy decisions after brain injury. Brain Injury, 17, 1043-1064.
27. Kennedy, M. R. T., & Nawrocki, M. (2003). Narrative recall and delayed predictive accuracy after traumatic brain injury: Salience and explicitness. Journal of Speech, Language, and Hearing Research, 46, 98-112.
28. Kennedy, M. R. T., & Yorkston, K. M. (2000). Accuracy of metamemory after traumatic brain injury: Predictions during verbal learning. Journal of Speech, Language, and Hearing Research, 43, 1072-1086.
29. Kennedy, M. R. T., & Yorkston, K. M. (in press). The effects of frontal injury on self-monitoring during verbal learning by adults with diffuse brain injury. Neuropsychological Rehabili-tation, 13.
30. Kertesz, A. (1982). Western Aphasia Battery. San Antonio, TX: The Psychological Corporation.
31. Leonesio, R. J., & Nelson, T. O. (1990). Do different meta-memory judgments tap the same underlying aspects of memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 464-470.
32. Levin, H. S., & Goldstein, F. C. (1986). Organization of verbal memory after severe closed-head injury. Journal of Clinical and Experimental Neuropsychology, 8, 643-656.
33. Lezak, M. D. (1979). Recovery of memory and learning functions following traumatic brain injury. Cortex, 15, 63-72.
34. Luria, A. R. (1980). Higher cortical functions in man. New York: Basic Books.
35. Maki, R. H. (1998a). Predicting performance on text: Delayed versus immediate predictions and tests. Memory & Cognition, 26, 959-964.
36. Maki, R. H. (1998b). Test predictions over text material. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 117-144). Mahwah, NJ: Erlbaum.
37. Maki, R. H. (1999). The roles of competition, target accessibility, and cue familiarity in metamemory for word pairs. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1011-1023.
38. Maki, R. H., Foley, J. M., Kajer, W. K., Thompson, R. C., & Willert, M. G. (1990). Increased processing enhances calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 609-616.
39. Maki, R. H., & Swett, S. (1987). Metamemory for narrative text. Memory & Cognition, 15, 72-83.
40. Matvey, G., Dunlosky, J., & Guttentag, R. (2001). Fluency of retrieval at study affects judgments of learning (JOLs): An analytic or nonanalytic basis for JOLs? Memory & Cognition, 29, 222-233.
41. McGuire, M. J., & Maki, R. H. (2001). When knowing more means less: The effect of fan on metamemory judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1172-1179.
42. Millis, S. R., & Ricker, J. H. (1994). Verbal learning patterns in moderate and severe traumatic brain injury. Journal of Clinical and Experimental Neuropsychology, 16, 498-507.
43. Nelson, T. O. (1984). A comparison of current measures of the accuracy of feeling-of-knowing. Psychological Bulletin, 95, 109-133.
44. Nelson, T. O. (1996). Gamma is a measure of accuracy of predicting performance on one item relative to another item, not of the absolute performance of an individual item. Applied Cognitive Psychology, 10, 257-260.
45. Nelson, T. O., & Dunlosky, J. (1991). When people's judgements of learning (JOL) are extremely accurate at predicting subsequent recall: The "delayed JOL effect". Psychological Science, 2, 267-270.
46. Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. The Psychology of Learning and Motivation, 26, 125-141.
47. Newman, A. C., Garmoe, W., Beatty, P., & Ziccardi, M. (2000). Self-awareness of traumatically brain injured patients in the acute inpatient rehabilitation setting. Brain Injury, 14, 333-344.
48. Nicholas, L. E., & Brookshire, R. H. (1995). Comprehension of spoken narrative discourse by adults with aphasia, right-hemisphere damage, or traumatic brain injury. American Journal of Speech-Language Pathology, 4(3), 69-81.
49. Paivio, A., Yuille, J. C., & Madigan, S. A. (1968). Concreteness, imagery and meaningfulness values for 925 nouns. Journal of Experimental Psychology Monograph Supplement, 76, 1-25.
50. Prigatano, G. P., & Altman, I. M. (1990). Impaired awareness of behavioral limitations after traumatic brain injury. Archives of Physical Medicine and Rehabilitation, 71, 1058-1064.
51. Reid, D. B., & Kelly, M. P. (1993). Wechsler Memory Scale-Revised in close head injury. Journal of Clinical Psychology, 49, 245-254.
52. Reitan, R. M., & Wolfson, D. (1985). The Halstad-Reitan Neuropsychological Test Battery: Theory and clinical interpretation. Tucson, AZ: Neuropsychology Press.
53. Schlund, M. W. (1999). Self awareness: Effects of feedback and review on verbal self-reports and remembering following brain injury. Brain Injury, 13, 375-380.
54. Schraw, G., Dunkle, M. E., Bendixen, L. D., & Roedel, T. D. (1995). Does a general self-monitoring skill exist? Journal of Educational Psychology, 87, 433-444.
55. Shimamura, A. P., & Squire, L. R. (1986). Memory and metamemory: A study of the feeling-of-knowing phenomenon in amnesic patients. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 452-460.
56. Stuss, D. (1991). Self, awareness, and the frontal lobes: A neuropsychological perspective. In J. Strauss & G. R. Goethals (Eds.), The self: Interdisciplinary approaches (pp. 255-278). New York: Springer-Verlag.
57. Stuss, D. T., & Gow, C. A. (1992). "Frontal dysfunction" after traumatic brain injury. Neuropsychiatry, Neuropsychology, and Behavioral Neurology, 5, 272-282.
58. Stuss, D. T., & Levine, B. (2002). Adult clinical neuropsychology: Lessons from studies of the frontal lobes. Annual Reviews in Psychology, 53, 403-433.
59. Thiede, K. W. (1999). The importance of monitoring and self-regulation during multi-trial learning. Psychonomic Bulletin & Review, 6, 662-667.
60. Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of text. Journal of Educational Psychology, 95, 66-73.
61. Thiede, K. W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1024-1037.
62. Thorndike, E. L. (1906). The principles of teaching based on psychology. New York: A. G. Seiler.
63. van Veen, V., Cohen, J. D., Botvinick, M. M., Stenger, V. A., & Carter, C. S. (2001). Anterior cingulate cortex, conflict monitoring, and levels of processing. Neuroimage, 14, 1302-1308.
64. Weaver, C. A. III. (1990). Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, & Cognition, 16, 214-222.
65. Weaver, C. A., & Bryant, D. S. (1995). Monitoring of comprehension: The role of text difficulty in metamemory for narrative and expository text. Memory & Cognition, 23, 12-22.
66. Wechsler, D. (1997). Wechsler Memory Scale-Third Edition. San Antonio, TX: The Psychological Corporation.
67. Yates, J. F. (1990). Judgment and decision making. Englewood Cliffs, NJ: Prentice-Hall.