牛津布鲁克斯大学招收发展心理学博士
About the Project
Oxford Brookes University
Faculty of Health and Life Sciences
Department of Psychology, Health and Professional Development
3 Year, full-time PhD studentship
Eligibility: Home UK/EU applicants who must be permanently resident in UK (settled or pre-settled status)
Bursary p.a: Bursary equivalent to UKRI national minimum stipend plus fees (current 2022/23 bursary rate is £17,668)
University fees and bench fees: University fees and bench fees will be met by the University for the 3 years of the funded Studentship.
Closing date: 31 May 2023
Start date: September 2023
Project Title: Improving school children's metacomprehension
Director of Studies: Dr Kate Wilmut
Other Supervisors: Dr. Sunae Kim (Oxford Brookes University), Dr. Joëlle Proust (CNRS, Ecole Normale Supérieure, Paris)
Requirements:
Applicants should have a first or upper second-class honours degree from a Higher Education Institution in the UK or acceptable equivalent qualification. EU Applicants must have a valid IELTS Academic test certificate (or equivalent) with an overall minimum score of 7.0 and no score below 6.0 issued in the last 2 years by an approved test centre.
Project Description:
As learners it is important to judge what we have and what we have not understood when either reading or listening. This is referred to as metacomprehension. A typical finding in this field is that our accuracy in monitoring our understanding of a given material (text or oral presentation) is actually quite poor (Dunlosky & Lipko, 2007). From primary school to University students, a poor metacomprehension considerably hampers academic learning, making it hard to regulate their study time, attention level, and cognitive efforts (Thiede & Anderson, 2003). Research has shown that a cue utilisation framework provides an explanation for the source of poor monitoring (Koriat, 1997). Students have a tendency to use invalid "superficial" cues, such as easy lexical recognition or syntactical processing, - because they provide an illusion of comprehension (Glenberg et al., 1982).
Students do not use "deep" cues associated with conceptual processing, such as added inferential and explanatory power, knowledge integration and generalisation (Serra & Metcalfe,2009)
The present project aims to investigate new methods allowing students to reliably assess their own understanding based on diagnostic cues such as feelings of conceptual consistency or explanatory power. We propose to test both school-aged and University students. We will test an idea that inviting students to focus on conceptual consistency rather than other superficial consistency between texts will enhance their metacomprehension, and they will accordingly allocate their study time/choice.
There is an additional requirement to undertake up to 6 hours undergraduate teaching/week during semesters and to participate in a teaching skills course without further remuneration.
Please contact Dr. Sunae Kim with any questions about the project: s.kim@brookes.ac.uk
This project is advertised on a competitive basis alongside other current Nigel Groome PhD studentship advertisements for Psychology, Health and Professional Development projects.
How to apply:
For application enquiries contact hls-applications@brookes.ac.uk
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