Award Date


Degree Type


Degree Name

Master of Science (MS)


Educational Psychology

First Committee Member

Kevin D. Crehan

Number of Pages



Recent advancements in neuropsychology have initiated theoretical advancements in cognitive psychology, particularly concerning the constructs of interference and metacognition. These constructs share similar cognitive functioning and this study investigated the relationship between them. It was expected that students with higher monitoring ability would demonstrate lower susceptibility to interference. Students from undergraduate Educational Psychology classes were administered three tests: two measures of interference, and one measure of metacognitive monitoring ability. Variables from the Wisconsin Card Sort Test (WCST) and the Stroop Color and Word Test (SCWT) measured susceptibility to interference. A monitoring task applied to a math aptitude test was used to measure monitoring ability. Pearson-product correlations showed no relationship among the interference measures and monitoring ability. Furthermore, there was no relationship among the interference component: scores and monitoring ability. The results of this study are also inconsistent with previous research concerning monitoring and math score prediction. Results showed no difference between the monitoring and non-monitoring groups in ability to predict math scores.


Interference; Metacognitive; Monitoring; Role

Controlled Subject

Cognitive psychology; Educational psychology; Neurosciences

File Format


File Size

1751.04 KB

Degree Grantor

University of Nevada, Las Vegas




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