Metacognition

Häftad, Engelska, 2008

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Beskrivning

Metacognition is the first textbook to focus on people's extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology.

Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries currently on the cutting-edge of research.

Key Features

Emphasizes the practical relevance of theory and research in metacognition to learning with the use of "Application" boxes
Introduces students to important questions that have yet to be answered by the metacognitive research literature with the inclusion of "Mystery" boxes
Provides three easy-to-conduct demonstrations (e.g., tip-of-the-tongue experience, delayed-judgment-of-learning effect, etc.) that students can try themselves
Offers brief biographies that introduce students to some of the most influential leaders in metacognition
Includes a general summary at the end of each chapte

Intended Audience

This text is an ideal resource for undergraduate cognitive psychology students. It also serves as comprehensive handbook for more advanced students and psychological scientists engaged in the study of metacognitive processes.

Produktinformation

Utgivningsdatum:2008-10-14
Mått:152 x 228 x 18 mm
Vikt:510 g
Format:Häftad
Språk:Engelska
Antal sidor:344
Upplaga:1
Förlag:SAGE Publications
ISBN:9781412939720

Utforska kategorier

Kognitiv psykologi inom Psykologi och pedagogik

Mer om författaren

John Dunlosky is Associate Professor of Psychology at Kent State University. He received his Ph.D. in cognitive psychology from the University of Washington in 1993. He has been extensively involved in metacogntive research, both theoretical and applied, for over 15 years and has written journal articles and book chapters and has edited monographic volumes on the topic, including Hacker, Dunlosky, and Graesser′s Metacognition in Educational Theory and Practice (LEA, 1998). He has worked with grants from the Department of Education, the National Institute on Aging, and elsewhere on applied cognitive research and applying metacognition to learning. He is on the editorial board of the newly established journal Metacognition and Learning. Janet Metcalfe is Professor of Psychology and of Neurobiology and Behavior at Columbia University. She has been extensively involved in metacognitive research, both theoretical and applied, for over 15 years and has written journal articles and book chapters and has edited monographic volumes on the topic, including Metcalfe and Shimamura′s Metacognition: Knowing about Knowing (MIT, 1994). She is on the editorial board of the newly established journal Metacognition and Learning.

Recensioner i media

The content of the book seems high level for my undergraduate students who take "Self-regulated learning" course. "

Innehållsförteckning

PrefaceChapter 1. IntroductionChapter 2. HistoryComte′s Paradox and Turn-of-the-20th-Century IntrospectionSome Shortcomings of IntrospectionismThe Cognitive RenaissanceThe Return of Introspection and the Rise of the Metacognitive School of PsychologySECTION 1: Basic Metacognitive JudgmentsChapter 3. Methods and AnalysesMetamemory: Measures and QuestionsMetamemory: Collecting, Analyzing, and Interpreting DataOverview of the Remaining Chapters on Basic Metacognitive JudgmentsChapter 4. Feelings of Knowing and Tip-of-the-Tongue StatesTheories About Feeling-of-Knowing JudgmentsTip-of-the-Tongue StatesBrain Bases of FOK StatesFunctions of Feelings of KnowingChapter 5. Judgments of LearningDo All Monitoring Judgments Tap the Same Information?Variables Influencing JOL AccuracyTheories About Judgments of LearningFunction of Judgments of LearningChapter 6. Confidence JudgmentsFactors Influencing RC AccuracyTheories About Retrospective ConfidenceFunction of Retrospective JudgmentsChapter 7. Source JudgmentsFactors That Influence Source-Monitoring AccuracyThe Source-Monitoring FrameworkBreakdowns of Source and Reality MonitoringBrain Bases of Source-Monitoring JudgmentsSECTION 2: ApplicationsChapter 8. Law and Eyewitness AccuracyConfidence and False MemoriesDoes Witness Confidence Matter to Jurors?LyingHindsight BiasChapter 9. EducationGeneral Models of Student Self-Regulated LearningStudent Metacognition in Specific DomainsSECTION 3: Life-Span DevelopmentChapter 10. Childhood DevelopmentDevelopment of Theory of MindDevelopment of MetamemoryRelationship Between ToM and MetamemoryChapter 11. Older AdulthoodWhat Do Older Adults Believe About Memory?Aging and Memory MonitoringAging and Control of Learning and RetrievalReferencesIndexAbout the Authors