Computed Scores: Results and Discussion

Abstract

Some of our readers may wonder why we have relied heavily on computed scores rather than on item scores for our analyses, as many others have done in the past. In reality, we have very little information about cognitive-metacognitive connections, and this generally is limited to the area of memory (e.g., Borkowski, Reid & Kurtz, in press; Yussen & Berman, 1981). Moreover, the results are not always encouraging. For example, Cavanaugh and Borkowski (1980) assessed metamemory (through interview items developed by Kreutzer, Leonard & Flavell, 1975) and memory performance in children in kindergarten and grades one, three, and five. They reported significant correlations between interview and performance items when data were combined across grades, but within-grade correlations were not significant and did not generalize across memory tasks.