The problem of how to prompt a client with a password in an automatic prompted speaker verification system is addressed. Text-prompting of four-digit sequences is compared to speech-prompting of the same sequences, and speech-prompting of fourdigit sequences is compared to speech-prompting of five-digit sequences. Speech recordings are analyzed by comparing speaker verification performance and ...

OBJECTIVES This study explores associations between metacognitive beliefs and beliefs about voices in patients with severe auditory verbal hallucinations, and their hypothesized relationship with levels of depression and anxiety. Furthermore, it was hypothesized that metacognitive beliefs are better able to explain differences in levels of depression and anxiety, than beliefs about voices. DE...

this study focuses on the relationship between lower-intermediate level efl learners’ metacognitive awareness and accuracy in self-assessment of a speaking test. we tried to raise the learners’ metacognitive awareness through practice in goal-setting and planning. to do so, 103 lower-intermediate level students took a pretest of speaking, completed a metacognitive awareness questionnaire, and h...

Metacognition is integral in the cycle of self-regulated learning. Enhancing learner’s metacognitive skills is a focus of many studies. Offering learning analytics to learners about learning has also gained popularity as a means to improve their metacognitive skills. A key question is, What types of analytics can meaningfully prompt change? We propose Chi’s (2009; 2014) ICAP framework can lend ...

Both metacognitive and associative models have been proposed to account for children’s strategy discovery and use. Models based on only metacognitive or only associative mechanisms cannot entirely account for the observed mix of variability and constraint revealed by recent microgenetic studies of children’s strategy change. We propose a new approach where metacognitive and associative mechanis...

The main purpose of the present study was to investigate the differential effects of Computer Algebra Systems (CAS) and metacognitive training on mathematical reasoning. Participants were 83 students (boys and girls) who studied algebra in four eighth-grade classrooms randomly selected to four instructional methods: CAS embedded within metacognitive training (CAS + META), metacognitive training...

the aim of the current study was to examine the effect of metacognitive instruction on efl learners’ metacognitive awareness of listening strategies, listening comprehension, and oral language proficiency. fifty students of two upper-intermediate english courses participated in the study and were sampled as the experimental and control groups. for sixteen weeks the experimental group participat...

BACKGROUND/AIM Two studies assessed the effectiveness of video prompting as a strategy to support persons with mild and moderate Alzheimer's disease in performing daily activities. METHODS In study I, video prompting was compared to an existing strategy relying on verbal instructions. In study II, video prompting was compared to another existing strategy relying on static pictorial cues. Vide...

This study compared no-no prompting procedures to simultaneous prompting procedures for 3 children with autism. Using a parallel treatments design, researchers taught rote math skills, receptive labels, or answers to "wh-" questions with both prompting systems. Results indicated that no-no prompting was effective in teaching all skills. By contrast, simultaneous prompting was effective in teach...