Trends and Prospects in Metacognition Research (eBook)

Anastasia Efklides, Plousia Misailidi (Herausgeber)

eBook Download: PDF

2010
XII, 479 Seiten
Springer US (Verlag)
9781441965462 (ISBN)

Infos

Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings.

Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.

Inhalt

Trends and Prospectsin Metacognition Research 3
Contents 5
Contributors 9
Chapter 1: Introduction: The Present and the Future in Metacognition 13
1 The Contributing Chapters 14
1.1 Part I: Basic Research in Metacognition 14
1.2 Part II: Developmental and Educational Implications of Metacognition 18
2 Convergences and Divergences 21
2.1 The Importance of Uncertainty Monitoring 21
2.2 Nonconscious Vs. Conscious Processes in Metacognition 22
2.3 Methodological Issues in Metacognition 23
2.4 Individual Differences in Metacognition 24
2.5 Metacognition and Self-regulation 26
3 Theoretical Integration and Prospects 27
References 29
Part I Basic Research in Metacognition 31
Chapter 2: Metacognition in Nonhumans: Methodological and TheoreticalIssues in Uncertainty Monitoring 32
1 Introduction 32
2 Paradigms for Testing Animal Metacognition 33
2.1 Information Seeking 33
2.2 Retrospective Confidence Judgments 34
2.3 Uncertainty Responses 35
3 Problems (and Challenges) for Testing Animal Metacognition Using the Uncertainty Paradigm 37
3.1 Avoiding Stimulus Cues 38
3.2 Making Reinforcement Opaque 40
3.3 Answering the Criticism 41
4 Summary 43
References 44
Chapter 3: The Metacognitive Role of Familiarity in Artificial Grammar Learning: Transitions from Unconscious to Conscious Knowledge 47
1 Introduction 47
2 Dual Process Model of Artificial Grammar Learning 50
2.1 Incidental Learning 50
2.1.1 Training Phase 50
2.1.2 Test Phase 50
2.2 Deliberate Learning 54
2.2.1 Training Phase 54
2.2.2 Test Phase 54
3 Mapping the Transition from Unconscious to Conscious as a Metacognitive Process 55
4 Familiarity as the Basis of Incidental Learning 56
5 Different Sources of Conscious Structural Knowledge 59
6 Familiarity Calibration and the Emergence of Metacognition 62
7 The Conscious and Unconscious Use of Familiarity 64
8 Metacognition and Individual Differences in Learning Style 65
9 Discussion 67
References 69
Chapter 4: Fringe Consciousness: A Useful Framework for Clarifying the Nature of Experience-Based Metacognitive Feelings 72
1 Introduction 72
1.1 An Ambiguity in Koriat’s Treatment of Experience-Based Feelings 74
2 The Concept of Fringe Consciousness 76
2.1 Similarities Between Fringe Consciousness and Experience-Based Metacognitive Feelings 77
2.1.1 The Metacognitive Function 77
2.1.2 Vagueness 78
2.1.3 Elusiveness and Instability 79
2.2 Differences Between Fringe Consciousness and Experience-Based Metacognitive Feelings 79
2.2.1 Fringe Consciousness Can Reflect Implicit Content 79
2.2.2 Fringe Consciousness May Facilitate Access to Previously Implicit Content 81
2.2.3 Introspective Access Is Seen as a Variable Property 81
2.3 How the Fringe Consciousness Framework Can Help to Resolve Inconsistencies in Research on Experience-Based Feelings 82
2.3.1 Conscious Feelings Can Reflect Implicit Content 82
2.3.2 To Test Whether Conscious Feelings Reflect Implicit Content, We Must Measure the Degree of Unawareness of Relevant Knowledge Content 83
2.3.3 If Experience-Based Feelings Reflect Implicit Contents They Might Be Seen as Having an Additional Functional Role 83
2.3.4 Specification of the Relationship Between the Accessibility of Knowledge Content and the Nature of the Feeling Has Implications for the Choice of Experimental Approach 84
2.3.5 Integration of Ideas from the Fringe Consciousness Framework Has Broader Implications for Theoretical Discussions About 85
3 Conclusion 86
References 87
Chapter 5: Further Insight into Cognitive and Metacognitive Processes of the Tip-of-the-Tongue State with an Amnesic Drug as Cognitive Tool 90
1 Introduction 90
1.1 Drugs as Tools for Exploring Memory Functioning 91
1.2 Effects of the Amnesic Drug Lorazepam on Semantic Memory 91
1.3 The Peculiar Pattern of Memory/Metamemory Impairment Induced by Lorazepam for Semantic Memory 93
2 The TOT State 94
3 TOT as a Cognitive and Metacognitive Experience 95
4 The Amnesic Effect of Lorazepam on Semantic Memory and TOT State 96
4.1 Similarities and Divergences Between Lorazepam-Induced Amnesic Episode and Naturally Experienced TOT 96
4.2 Evidence for the TOT Model 98
4.3 The TOT Model as an Explanation for the Lorazepam-Induced Impairment of Semantic Memory 101
5 Experimental Ways to Capture a Particular TOT State 101
6 The Experiment 102
6.1 Stimuli 102
6.2 Participants and Experimental Design 102
7 Results 103
7.1 Memory Performance 103
7.1.1 Occurrence of TOT States 104
7.1.2 Resolution of TOT States 105
7.1.3 Metamemory Characteristics of the TOT and Non-TOT States 105
8 Discussion 106
8.1 The Mixed Effects of Lorazepam on Semantic Memory and TOT State 107
8.2 The Anxiolytic Effect of Lorazepam on Phenomenological TOT State 108
9 Conclusion 108
References 110
Chapter 6: Prospective Memory Failure and the Metacognitive Experienceof “Blank in the Mind” 114
1 Introduction 114
1.1 BIM and Other Metacognitive Experiences Related to Prospective Memory (PM) 115
1.2 Theories of PM Failures and Metacognitive Experiences 117
1.2.1 The Monitoring Deficiency Hypothesis 117
1.2.2 Preparatory Attention and Memory Theory (PAM) 117
1.2.3 The Multiprocess Theory of PM 118
1.2.4 Momentary Lapses of Intention 119
1.3 The Present Study 119
1.3.1 Hypotheses 120
2 Method 120
2.1 Design 120
2.2 Participants 121
2.3 Apparatus 121
2.4 Tasks 121
2.4.1 Reading Comprehension Task 121
2.4.2 Main Task 122
2.4.3 PM Task 122
PM-Event Group 122
PM-Activity Group 122
PM-Event n-Back and PM-Activity n-Back Groups 122
Scoring 123
2.4.4 Metacognitive Experiences 123
2.5 Procedure 124
3 Results 124
3.1 PM Task Performance 124
3.1.1 Accuracy of Response and Errors 124
3.1.2 Reaction Time of Correct PM Response 127
3.1.3 Reaction Time of Omission Errors 127
3.1.4 Reaction Time of Commission Errors 127
3.2 Metacognitive Experiences 128
3.2.1 Awareness of Correct Response 129
3.2.2 Awareness of PM Failures 129
3.3 Intercorrelations Between the Various Measures 130
3.3.1 Awareness of Correct Response and Actual PM Failures 130
3.3.2 Awareness of PM Failures and Actual PM Failures 131
Awareness of Omission Errors (Q4) and Commission Errors (Q5) 131
Failure to Retrieve the Specific Key to be Pressed (Q13) 131
Explicit BIM (Q8) and TOT (Q11) 131
4 Discussion 131
4.1 Performance 132
4.2 Metacognitive Experiences 132
4.3 Limitations of the Study 134
References 134
Chapter 7: Metamemory in Schizophrenia: Monitoring or Control Deficit? 136
1 Introduction 136
2 Consciousness, Metacognition, and Schizophrenia 138
2.1 Metamemory and Schizophrenia 139
2.1.1 Monitoring in Schizophrenia 141
2.1.2 Control in Schizophrenia 141
3 Empirical Evidence on Metamemory in Schizophrenia 141
3.1 The Basis for FOK Ratings in Schizophrenia Patients 142
3.1.1 Method 142
3.1.2 Results and Discussion 143
Metamemory Ratings 143
Predictive Accuracy of the FOK Ratings and of Partial Recall (Relative Resolution) 144
3.1.3 Discussion 144
3.2 Strategic Regulation of Learning and JOL Accuracy in Schizophrenia Patients 144
3.2.1 Method 145
3.2.2 Results and Discussion 146
JOL Ratings 146
Predictive Value of JOL Ratings on Recall 146
Allocation of Study Time 146
3.2.3 Discussion 147
4 General Discussion 147
4.1 Memory Monitoring 147
4.2 Memory Control 149
5 Conclusion 151
References 152
Chapter 8: The Realism in Children’s Metacognitive Judgments of Their Episodic Memory Performance 157
1 Introduction 157
1.1 Realism in Confidence Judgments 158
2 Factors Influencing the Realism in Confidence Judgments 158
2.1 Events Intervening Between the Original Event and the Memory Report 159
2.2 Social Aspects of the Memory Report Situation 160
2.3 The Memory Question Asked 161
2.4 The Measurement Scale Used and the Aspect of Metacognitive Realism Analyzed 162
3 The Effect of the Confidence Scale Used on Children’s Metacognitive Realism 163
3.1 Method 163
3.1.1 Procedure 163
3.2 Results 164
4 The Effect of Question Type on Children’s Metacognitive Realism 164
4.1 Method 165
4.1.1 Procedure for Experiment 1 and 2 165
4.2 Results Experiment 1 166
4.3 Results Experiment 2 168
5 Comparison of the Realism in Children’s and Adults’ Confidence Judgments 169
5.1 Overconfidence 169
5.2 Discrimination and Separation Measures 170
6 Level of Noise in Children’s and Adults’ Confidence Judgments 170
7 Discussion 171
8 Appendix 8.1. Some Common Metacognitive Measures in the Calibration Research Tradition Referred to in the Text 173
9 Appendix 8.2. The Four Confidence Scales Used in the Study (Translated into English) 174
9.1 The Numeric Scale 174
9.2 The Picture Scale 174
9.3 The Line Scale 175
9.4 The Verbal Scale 175
References 175
Chapter 9: Cognitive Interruption as an Object of Metacognitive Monitoring: Feeling of Difficulty and Surprise 178
1 Introduction 178
1.1 Feeling of Difficulty as a Metacognitive Experience 179
1.2 Feeling of Difficulty and Its Underlying Mechanism 181
1.2.1 The Lack of Fluency Hypothesis 181
Lack of Fluency Due to Working Memory Load 182
Lack of Fluency Due to Conflict in Processing 182
1.2.2 The Cognitive Interruption Hypothesis 183
Cognitive Interruption and Its Antecedent Conditions 183
Cognitive Interruption and Its Cognitive Consequences 183
Cognitive Interruption and Its Affective Consequences 184
1.3 Cognitive Interruption and Feeling of Difficulty 185
1.4 The Present Study 185
2 Experiment 1: First Test of the Working Memory Load Hypothesis 186
2.1 Aims and Hypotheses 186
2.1.1 Hypotheses 187
2.2 Method 187
2.2.1 Participants 187
2.2.2 Apparatus 187
2.2.3 Design 187
2.2.4 Task 188
2.2.5 Procedure 189
2.3 Results 189
2.3.1 Performance 190
Accuracy of Response 190
RT of Sequence Processing 190
RT of Response Production 190
2.3.2 Feeling of Difficulty 192
FOD Before Response Production 192
FOD After Response Production 192
2.3.3 Surprise 192
Surprise Before Response Production 192
Surprise After Response Production 192
2.3.4 Estimate of Effort 192
Estimate of Effort Before Response Production 192
Estimate of Effort After Response Production 193
2.3.5 Intercorrelations Between the Various Measures 193
2.4 Discussion 193
3 Experiment 2: Second Test of the Working Memory Load Hypothesis 194
3.1 Aim and Hypotheses 194
3.2 Method 195
3.2.1 Participants 195
3.2.2 Apparatus 195
3.2.3 Design 195
3.2.4 Task 195
3.2.5 Procedure 195
3.3 Results 196
3.3.1 Performance 196
Accuracy of Response 196
RT of Sequence Processing 196
RT of Response Production 196
3.3.2 Feeling of Difficulty 196
FOD Before Response Production 196
FOD After Response Production 196
3.3.3 Surprise 198
3.3.4 Estimate of Effort 198
Estimate of Effort Before Response Production 198
Estimate of Effort After Response Production 198
3.4 Discussion 198
4 Experiment 3: The Cognitive Interruption Hypothesis 199
4.1 Aims and Hypotheses 199
4.1.1 Hypotheses 199
4.2 Method 200
4.2.1 Participants 200
4.2.2 Apparatus 200
4.2.3 Design 201
4.2.4 Task 201
4.2.5 Procedure 203
4.3 Results 203
4.3.1 Performance 203
Accuracy of Response 203
RT of Sequence Processing 203
RT of Response Production 206
4.3.2 Feeling of Difficulty 206
FOD Before Response Production 206
FOD After Response Production 206
4.3.3 Surprise 207
Surprise Before Response Production 207
Surprise After Response Production 207
4.3.4 Intercorrelations Between the Measures 207
4.4 Discussion 208
5 General Discussion 208
5.1 RT and Cognitive Interruption 208
5.2 Relations of FOD with Surprise 210
5.3 FOD and Working Memory Load 211
5.4 Limitations of the Study 211
6 Appendix. The Number Sequences Used in Experiment 3 212
References 212
Chapter 10: Tracking On-Line Metacognition: Monitoring and Regulating Comprehension in Reading 216
1 Introduction 216
2 Traced Silent Reading and Eyetracking Methods 220
2.1 Traced Silent Reading 221
2.2 Eyetracking 223
3 Comprehension Monitoring in Reading 224
3.1 Comprehension Monitoring in Beginning Readers 225
3.2 Development of Reading Comprehension Monitoring in Elementary Grades 227
3.3 Affect and Comprehension Monitoring in Reading Complex Texts 228
4 Conclusion 231
4.1 The Promises of Technology-Supported On-Line Methods to Study Reading Comprehension Monitoring 231
4.2 Methodological Issues 232
References 234
Part II Developmental and EducationalImplications of Metacognition 237
Chapter 11: Metacognition in Young Children: Current Methodological and Theoretical Developments 238
1 Introduction 238
2 Methodologies for Identification, Assessment, and Measurement of Metacognition in Young Children 239
3 Theoretical Developments and Issues 242
4 Current Studies 244
4.1 Early Metacognition and Executive Functioning 245
4.2 Early Metacognition and Theory of Mind 247
4.3 Metacognition and Conceptual Development 249
4.4 Metacognition and Learning Difficulties 251
4.5 Metacognition and Motor Learning Difficulties 253
5 Conclusion 256
References 258
Chapter 12: Metacognitive Development in Early Childhood: New Questions about Old Assumptions 264
1 Introduction 264
2 Metacognition in the Preschool Years 265
2.1 Metacognitive Monitoring in Early Childhood 266
2.1.1 Monitoring of Knowledge States 266
2.1.2 Monitoring of Mental Imagery 268
2.1.3 Memory Monitoring 268
2.1.4 Conclusion 270
3 Metacognitive Control in Early Childhood 271
3.1 Control of Knowledge States 271
3.2 Control of Memory Performance 271
3.3 Self-Directed Metacognitive Control 274
3.4 Conclusion 274
4 Towards a Comprehensive Model of Early Metacognitive Development 275
4.1 How Do Metacognitive Monitoring and Control Develop in Early Childhood? 275
4.2 What Is the Relation Between Monitoring and Control in Early Childhood? 277
4.3 Do the Monitoring and Control Processes Differ Across Domains in Early Childhood? 278
4.4 What Are the Neural Bases of Monitoring and Control and How Do They Develop in Early Childhood? 279
5 General Conclusions 279
References 280
Chapter 13: Children’s Metacognition and Theory of Mind: Bridging the Gap 284
1 Introduction 284
2 Metacognition and ToM defined 285
3 Why Is There a Gap Between Metacognition and ToM Research? 286
4 Attempting to Bridge the Gap Between Metacognition and ToM Research 287
4.1 Theoretical Models Attempting to Link Metacognition and ToM 287
4.2 Empirical Studies Relating Metacognition and ToM 289
4.2.1 Metamemory and ToM 289
4.2.2 Metacognitive Language and ToM 291
5 Conclusions 292
References 294
Chapter 14: Self-Confidence and Academic Achievements in Primary-School Children: Their Relationships and Links to Parental Bonds, Intelligence, Age, and Gender 297
1 Introduction 297
1.1 Metacognition and Knowledge Calibration Paradigm 298
1.2 Self-Confidence as an Aspect of Metacognitive Self-Monitoring 299
1.3 Confidence Judgments1 300
1.4 Empirical Findings 300
1.4.1 Self-Confidence Trait 301
1.4.2 Intelligence 303
As a Predictor 303
As a Control Variable 304
1.4.3 Age 304
As a Predictor 304
As a Control Variable 304
Age as a Developmental Factor in Shaping the Broadness of Metacognitive Processes 305
1.4.4 Gender 305
As a Predictor 305
As a Control Variable 306
1.4.5 Parent-Child Bonding 306
1.4.6 Metacognition and Education 307
1.5 The Present Study 307
1.5.1 Hypotheses 308
1.5.2 Statistical Analyses 308
2 Method 310
2.1 Participants 310
2.2 Measures 311
2.2.1 Parental Bonding Instrument: Brief Current 311
2.2.2 Standard Raven’s Progressive Matrices Test 311
2.2.3 Class Test 312
Synonym Vocabulary Test 312
Mathematics Test 312
2.2.4 Confidence Rating Scales 312
2.2.5 Achievement Scores 313
2.3 Procedure 313
3 Results 314
3.1 Missing Value Analysis (MVA) 314
3.2 Descriptive Statistics and Reliabilities 314
3.3 Confirmatory Factor Analysis 316
3.3.1 Evidence for Broad Confidence and Cognitive Processes 317
3.3.2 Evidence from Parental Care and Overprotection 318
3.3.3 Evidence from Achievement Measures 319
3.4 Path Analysis 320
3.4.1 Correlations Between the Independent Variables 322
3.4.2 Direct Effects 322
4 Discussion 323
4.1 Limitations and Future Directions 326
4.2 Conclusion 327
References 327
Chapter 15: Metacognition and Reading Comprehension: Age and Gender Differences 331
1 Metacognition and Reading 331
1.1 Metacognitive Knowledge and the Regulation of Reading 332
1.2 Development of Metacognition in Reading 333
2 Gender Differences in Reading Comprehension 334
3 Age and Gender Differences in Metacognition in Reading in Croatia 336
4 Discussion and Conclusions 342
References 345
Chapter 16: Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students 349
1 Introduction 349
1.1 Models of Reading Processes and Metacognition 350
1.2 Metacognition in Reading Comprehension 351
1.3 What Develops in Reading Comprehension Development? 352
1.4 Reading Strategy Intervention 353
1.4.1 Reading Intervention in Context: The Teaching of Reading in Hungary 354
2 Study 1 355
2.1 Method 357
2.1.1 Sample: Design 357
2.1.2 Tasks and Measures 357
Mathematics Achievement Test 357
Reading Test I 357
Mathematical Word Problems Test 358
Reading Test II 358
2.1.3 The Intervention Program 358
2.1.4 Procedure 359
2.2 Results 360
2.2.1 Intervention Effects 360
2.3 Discussion 361
3 Study 2 362
3.1 Method 362
3.1.1 Sample 362
3.1.2 Tasks and Measures 362
3.1.3 The Intervention Program 363
3.1.4 Procedure 363
3.2 Results 365
3.3 Discussion 365
4 General Discussion 366
References 367
Chapter 17: Metacognition and Spelling Performance in College Students 371
1 Introduction 371
1.1 Spelling and Spelling Errors 372
1.2 Metacognition and Its Facets 374
1.3 Spelling and Metacognition 377
1.4 The Present Study 378
1.4.1 Research Questions: Hypotheses 378
2 Method 379
2.1 Participants 379
2.2 Instruments 379
2.2.1 Dictation Test 379
Classification of Spelling Errors 380
2.2.2 Metacognition Questionnaires 381
The Prospective Metacognition Questionnaire 381
The Retrospective Metacognition Questionnaire 382
2.3 Procedure 383
3 Results 383
3.1 Spelling Performance 383
3.2 Metacognitive Knowledge and Metacognitive Skills 384
3.3 Metacognitive Experiences 385
3.3.1 Feeling of Confidence 385
3.3.2 Correspondence of Feeling of Confidence with Actual Spelling Performance 387
3.3.3 Estimate of Number of Spelling Errors 387
3.3.4 Calibration Index 388
3.3.5 Relations Between MK, MS, and ME 388
3.4 Can Metacognition Predict Proficient Spelling? 391
3.4.1 Can Prospective Metacognitive Measures Predict Spelling Performance? 391
3.4.2 Can Retrospective Metacognitive Measures Predict Spelling Performance? 391
4 Discussion 392
References 394
Chapter 18: Computer Use in a Primary School: A Case-Study of Self-Regulated Learning 399
1 Introduction 399
1.1 Computer-Supported Collaborative Learning 400
1.2 Self-Regulated Learning (SRL) 401
1.2.1 Metacognition in SRL 402
1.2.2 Motivation in SRL 403
1.2.3 Learning Environment and SRL 404
1.3 The Present Study 404
2 Method 405
2.1 Design 405
2.2 Participants 407
2.3 Setting and Procedure 407
2.4 Data Analysis 409
3 Results 409
3.1 Metacognition 409
3.1.1 Awareness of the Processes in the Learning Environment 409
3.1.2 Self-Monitoring the Working Process 411
3.1.3 Planning 411
3.1.4 Awareness of the Relations Between Different Activities in the Learning Process 412
3.1.5 No Benefit from Computer Use 413
3.2 Motivation 414
3.2.1 Positive Affect 414
3.2.2 Negative Affect 415
3.2.3 Opportunities for Making Choices 416
3.2.4 Work Eagerness 417
3.2.5 Teacher Demands 417
3.3 Behaviour 418
3.3.1 Helpfulness 418
3.3.2 Involvement 420
4 Discussion 422
5 Appendix A: Guide for the Group Interviews 426
References 427
Chapter 19: University Teachers Engaged in CriticalSelf-Regulation: How May They Influence Their Students? 430
1 Introduction 430
2 Theoretical Background 431
3 Model of Critical Self-Regulation 432
3.1 Prior Phase 433
3.2 Forethought Phase 435
3.3 Performance Phase 435
3.4 Appraisal Phase 436
4 Situations and Tools for Developing Critical Self-Regulation 437
4.1 Insights from Student Learning Research 437
4.1.1 The Importance of Others in Learning 437
4.1.2 Explicit Instruction 437
4.1.3 Inquiry Learning 438
4.1.4 Embedded Instruction 438
4.1.5 Self- and Peer-Critique 439
4.2 Insights from Teacher Learning Research 439
4.2.1 Embedded Instruction and Inquiry Learning 440
4.2.2 Teaching SRL as a Way of Teachers Learning SRL 440
4.2.3 The Need for ‘The Other’ in University Teachers’ Learning 441
4.2.4 Learning (and Using) SRL Across Multiple Domains 441
4.2.5 Teachers’ Approaches to Teaching and Their Own Learning 442
5 Conclusions and Further Questions 443
5.1 Emergent Research Questions 443
References 444
Chapter 20: Metacognitive Knowledge of Decision-Making: An Explorative Study 448
1 Introduction 448
1.1 Decision-Making Processes 448
1.2 Metacognitive Knowledge 450
1.3 Aims: Hypotheses 451
2 Method 452
2.1 Participants 452
2.2 Materials 453
2.2.1 The Solomon Questionnaire 453
2.2.2 Preference for Intuition and Deliberation Scale (PID) 454
2.3 Procedure 454
2.4 Scoring 455
2.5 Data Analyses 455
3 Results 457
3.1 Associations Between Direct Awareness of Decision Making and Profession 457
3.1.1 Number of Decisions and Profession 457
3.1.2 Number of Decisions About One’s Own Self and Profession 458
3.1.3 Number of Regretted Decisions and Profession 458
3.1.4 Difficult Decisions and Profession 458
3.1.5 Number of Modified Decisions and Profession 459
3.2 Associations Between Decision Making and Expertise 459
3.2.1 Direct Metacognitive Awareness and Expertise 462
3.2.2 Indirect Metacognitive Awareness and Expertise 462
3.2.3 Metacognitive Knowledge of Processes and Expertise 465
3.3 Relationships Between Decision Making and Individual Decision Style 465
3.3.1 Direct Metacognitive Awareness and Individual Decision Style 465
3.3.2 Indirect Metacognitive Awareness and Individual Decision Style 466
3.3.3 Metacognitive Knowledge of Processes and Individual Decision Style 466
4 Discussion 468
4.1 Limitations of the Study 470
5 Appendix A: The Solomon Questionnaire 470
6 Appendix B: Structure and sections of the Solomon Questionnaire 472
References 473
Index 476

Produkt-Details

• Erscheint lt. Verlag: 8.9.2010
• Zusatzinfo: XII, 479 p.
• Verlagsort: New York
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Verhaltenstherapie
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Schlagworte: Animal Metacognition • Artificial Grammar Learning • Blank in the Mind • Children's metacognitive Jud • Children's metacognitive Judgment • Cognitive Interrruption • computer-supported learning • Differential Psychology • Episodic Memory Performance • Event Recall • Facets of Metacogni • Facets of Metacognition • Fringe Consciousness • learning • Learning and Instruction • Metacognivtive monitoring • Neuropsychological evidence • Neuropsychology • On-line Metacognition
• ISBN-13: 9781441965462 / 9781441965462