This study examined the roles of metacognitive experiences in the self-regulation process before problem-solving. 260 Japanese undergraduate students participated. To investigate the role of metacognitive experiences, a structural equation model was constructed to examine the relations among Self-efficacy, Goal Setting, Metacognitive Experiences, and Performance. Analysis showed that Metacognitive Experiences mediated the influence of Self-efficacy on Goal Setting and Performance. In addition, these experiences were related to Performance to some extent. Finally, these results are discussed in relation to those obtained in previous studies.

The effects of task performance on metacognitive experiences and relations between task performance and metacognitive experiences in problem-solving were examined with 69 Japanese undergraduate students. The task was a puzzle called the cross breaker, consisting of seven pieces, and several figures were constructed by using those seven pieces. Eight types of metacognitive experiences, before and after performing the task, were rated. Participants were classified into Success and Failure groups based on their task performance. Use of all but two metacognitive experiences differed between the groups. There were medium to high positive and negative correlations for metacognitive experiences with performance after the puzzle task, whereas metacognitive experiences before the task generally had no significant correlations with performance. Despite small N, participants' metacognitive experiences seemed to reflect their actual performance, suggesting that people obtain information from their performance and use it to revise their metacognitive experiences. Furthermore, metacognitive experiences may help people solve similar problems in the future.

This study examined the sources of differences in the correlations among metacognitive experiences and between metacognitive experiences with performance. Task experience was treated as the source of differences. 70 Japanese undergraduate students solved two tasks, one similar to those experienced (experienced task) and the other one barely experienced previously (task not experienced). Correlations among metacognitive experiences showed outcomes of the experienced task supported findings from Efklides' laboratory, and those from a task not experienced were consistent with those of Akama and Yamauchi. The nature of metacognitive experiences in problem-solving is discussed.

Improvements and challenges in subsurface evaluation brought by the technical advancements in geophysics Kenichi AkamaAbstract： Recent maturity in oil and gas exploration has oriented the interests of the industr y towards geophysically severer geological targets, including deep and complicated structures or high impedance rocks. In addition, more sophisticated reservoir managements have been required to optimize eld developments and suppress operational risks by involving more geophysical measures sensing the subsurface condition. The focuses in technology developments for data processing and analysis therefore include advanced seismic imaging, quantitative interpretation, and reservoir monitoring. Advancements in eld recording technologies, in parallel with the efforts for reducing data volume, deliver more "perfect" seismic data with broader frequency and spatial wavenumber, enabling those new processing and analysis technologies.

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