Psychology Dept. Master's Thesis Defense: Adam Young
|Category:||College Of Arts And Sciences|
|Date & Time:||
Thursday , 06/13/2013
from 03:30 PM to 04:30 PM
|Sponsored by:||Provost's Grant for Department Seminar Series|
The Psychology Department is pleased to announce the master's thesis defense of Adam Young, one of our students in the general experimental master's program. Please join us on Thursday, June 13, for Adam's presentation, which will be at 3:30 in LARTS 397D (Dean's conference room).
Title: The Role of Metacognition In the Deliberate Practice of Sports Tasks
Abstract: The theory of deliberate practice has proposed that the primary determinant of one’s level of skill is the amount of time engaged in practice that is effortful, motivated toward improvement, and attentive to feedback. This claim has received widespread support across various task domains. Despite the practical importance of these findings, little attention has been paid to the relationship between the learner and his cognitive processes during engagement in deliberate practice. Metacognition (i.e., the knowledge and regulation of one’s thought processes) has been shown to benefit education, problem solving, and even motor tasks such as musical performance. The present study sought to investigate whether the benefits of metacognition are related to the benefits of deliberate practice during the practice of sports tasks. It was hypothesized that by experimentally eliciting metacognition among participants practicing sports tasks that practice would become more effortful, motivated, and attentive to feedback; in other words, more deliberate. Results indicate that the metacognitive elicitation was successful in improving performance relative to a control group during otherwise equivalent practice time. Furthermore, preliminary evidence was found to support the existence of a relationship between engagement in metacognition and the experience of deliberate practice. These findings suggest that the theory of deliberate practice must accommodate the role of metacognitive thinking, as only by doing so can learners improve the most during their practice time.
Committee: Judy Sims-Knight (advisor), Barry Haimson, and Trina Kershaw
Psychology Department Master's Theses are presented through the Psychology Department Brown Bag Series, which is sponsored by the Provost's Grant for Department Seminar Series program. For more information about the Psy Dept Brown Bag Series, please contact Trina Kershaw at firstname.lastname@example.org or x8346.