Applied MetacognitionTimothy J. Perfect, Timothy J.. Perfect, Bennett L. Schwartz There is a growing theoretical and practial interest in the topic of metacognition; how we monitor and control our mental processes. Applied Metacognition provides a coherent and up-to-date overview of the relation between theories in metacognition and their application in real-world situations. As well as a theoretical overview, there are substantive chapters covering metacognition in three areas of application: metacognition in education, metacognition in everyday life memory and metacognition in different populations. The book has contributions from many of the leading researchers in metacognition from around the world. |
What people are saying - Write a review
Reviews aren't verified, but Google checks for and removes fake content when it's identified
User Review - Flag as inappropriate
this is very good for my presentation
User Review - Flag as inappropriate
El libro presenta información importante de la historia del concepto de metacognición y establece la aplicación que tiene este concepto. Importante información de la página 17.
Contents
| 1 | |
| 13 | |
| 15 | |
| 39 | |
| 68 | |
Metacognition in everyday memory | 93 |
When does eyewitness confidence predict performance? | 95 |
Autobiographical memories and beliefs a preliminary metacognitive model | 121 |
Metacognition in different populations | 167 |
Metacognition in older adults implications for application | 169 |
Sense and sensitivity metacognition in Alzheimers disease | 197 |
The development of metacognitive knowledge in children and adolescents | 224 |
Conclusions | 259 |
Metacognition research an interim report | 261 |
Index | 287 |
Students experiences of unconscious plagiarism did I beget or forget? | 146 |
Other editions - View all
Common terms and phrases
ability accuracy accurate actual answer applied asked assessment Associates autobiographical behavior beliefs cognitive comprehension confidence context correct correlations criterion delayed developmental difficulty domains Dunlosky Educational effect encoding et al event evidence example experience Experimental Psychology eyewitness factors false findings function given Hertzog ideas important improve increase individuals influence interest JOLs Journal of Experimental judge judgments knowing knowledge Koriat learning less Maki material Mazzoni mean measures memory mental metacognitive metacomprehension metamemory monitoring Nelson occur older adults paired participants patients percent Perfect performance person plagiarism practice tests predictive accuracy presented Press problem processes Psychology question ratings reading recall relation relationship relative remember reported responses retrieval scale Schneider sensitivity sentence settings skills specific strategies subjective suggest task theory tion unconscious variables verbal volume witness young
Popular passages
Page 16 - Metacognition refers, among other things, to the active monitoring and consequent regulation and orchestration of these processes in relation to the cognitive objects or data on which they bear, usually in the service of some concrete goal or objective.
Page 34 - Koriat, A. (1994). Memory's knowledge of its own knowledge: The accessibility account of the feeling of knowing. In J. Metcalfe & AP Shimamura (Eds.), Metacognition: Knowing about knowing (pp.
Page 36 - Leonesio, RJ, Landwehr, RS, & Narens, L. (1986). A comparison of three predictors of an individual's memory performance: The individual's feeling of knowing versus the normative feeling of knowing versus base-rate item difficulty. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 279-287.
Page 192 - Training programs to improve learning in later adulthood: Helping older adults educate themselves. In DJ Hacker, J. Dunlosky, & AC Graesser (Eds.), Metacognition in educational theory and practice (pp.
Page 16 - Metacognition refers to one's knowledge concerning one's own cognitive processes and products or anything related to them, eg the learning-relevant properties of information or data.
Page 250 - Borkowski, JG (1985). Signs of intelligence: Strategy, generalization, and metacognition. In SR Yussen (Ed.), The growth of reflection in children (pp. 105-144). Orlando, FL: Academic Press.
Page 192 - MJ. & Zelinski. EM (1986). Questionnaire assessment of memory complaints. In LW Poon. T. Crook. KL Davis. C. Eisdorfer. BJ Gurland. AW Kaszniak. & LW Thompson (Eds.). Handbook for clinical memory assessment of older adults (pp. 93-107). Washington. DC: American Psychological Association.
Page 252 - Koriat, A., & Goldsmith, M. (1994). Memory in naturalistic and laboratory contexts: Distinguishing the accuracy-oriented and quantity-oriented approaches to memory assessment. Journal of Experimental Psychology: General, 123, 297-315. Koriat, A., & Goldsmith, M.
Page 191 - Chalfonte, BL, & Johnson, MK (1996). Feature memory and binding in young and older adults.
Page 194 - Kwong See, ST and Ryan, EB (1999). Intergenerational communication: The survey interview as a social exchange. In N. Schwarz, D. Park, B. Knauper, and S. Sudman (Eds.), Cognition, aging, and self-reports (pp.
References to this book
Intuition and Metacognition in Medical Education: Keys to Developing Expertise Mark E. Quirk,Edd No preview available - 2006 |
Bibliographic information
| Title | Applied Metacognition |
| Editors | Timothy J. Perfect, Timothy J.. Perfect, Bennett L. Schwartz |
| Edition | illustrated |
| Publisher | Cambridge University Press, 2002 |
| ISBN | 0521000378, 9780521000376 |
| Length | 297 pages |
| Subjects | › Psychology / Applied Psychology Psychology / Cognitive Psychology & Cognition Psychology / General |
| Export Citation | BiBTeX EndNote RefMan |