Metacognition
Nova Science Publishers Inc (Verlag)
9781606927809 (ISBN)
Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control. "Metacognition" is often simply defined as "thinking about thinking". In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions, all emphasise the role of executive processes in the overseeing and regulation of cognitive processes. This book presents the latest research in the field.
Table of Contents:; Preface; The Importance of Cultivating A Meta-Discourse in Deliberate Support of Metacognition; Metacognition in Animals; Clinical Reasoning Strategies and Related Research: Health Care Professional Perspectives; Metacognition and Metamovement: Links between Cognition and Motor Function in Parkinsons disease; Metacognition and Reactive/Regulative Aspects of Temperament in Obsessive-Compulsive Disorder; The Effect of Metamemory on Memory Performance: A Test of a Structural Model; Metacognition Awareness and Control in Comprehending Multimedia Presentations; Curiosity and Metacognition; Social Metacognition in Groups: Benefits, Difficulties, Learning and Teaching; The New Look in Metacognition: From Individual to Social, From Cognitiive to Affective; Using Structured and Open-Ended Procedures for Eliciting Data on Learners' Metacognitive Knowledge: A Qualitive Comparative Study; Metacognition: Teacher Knowledge, Misconceptions, and Judgment of Relevance; Metacognition and Professiona; Development of Secondary Education Science Teachers: a Case Study; The Improvement of Students Self-Regulatory Behavior in Mathematics: The Impact of Mathematical Modeling; Unawareness of Deficits in Alzheimers Disease through a Biopsychosocial Perspective; Metacognitive Knowledge About Intelligence: The Multiple Intelligence and Entity/Incremental Theories According to Naive Conceptions; Introspection, Meditation and Metacognition: How aware or Unaware of Myself can I Be?; Index.
| Erscheint lt. Verlag | 20.7.2009 |
|---|---|
| Zusatzinfo | Illustrations |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 260 x 180 mm |
| Gewicht | 830 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Verhaltenstherapie | |
| ISBN-13 | 9781606927809 / 9781606927809 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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