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https://www.selleckchem.com/products/sb297006.html Introduction Metacognition is defined as the process of regulating behavior and having self-perception of own performance. An application of video modeling (VM) was used as a technological solution for assessing self-perception in daily situations among typical adolescents, compared to parental reports and to an objective performance-based assessment.Method One hundred and three adolescents (30 boys, 73 girls, mean age =15.1, SD = 1.9), viewed five clusters of videotaped scenarios of teen actors performing daily activities entailing strategy use. Half of the scenarios were classified as "Type A" indicating a more organized approach to accomplishing a task, the other half were "Type B" scenarios indicated a less organized approach to accomplishing the same tasks. Participants were asked to choose the scenarios that best represent their own daily performance using the VM application. The participants then completed the WCPA, an executive function (EF) performance-based assessment. Their parents completed the BRies through use of VM technology may customize intervention for each client's needs, assuring a client-centered approach and may encourage a collaboration of therapists and clients in search for the strategies that work best for them.Although declarative memory declines with age, sex and education might moderate these weaknesses. We investigated effects of sex and education on nonverbal declarative (recognition) memory in 704 older adults (aged 58-98, 0-17 years of education). Items were drawings of real and made-up objects. Age negatively impacted declarative memory, though this age effect was moderated by sex and object-type it was steeper for males than females, but only for real objects. Education was positively associated with memory, but also interacted with sex and object-type education benefited women more than men (countering the age effects, especially for women), and remembering real more than made-up

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