Applied Metacognition - download pdf or read online

By Timothy J. Perfect, Bennett L. Schwartz

ISBN-10: 0511041497

ISBN-13: 9780511041495

ISBN-10: 0521000378

ISBN-13: 9780521000376

ISBN-10: 0521801893

ISBN-13: 9780521801898

There's a transforming into theoretical and useful curiosity within the subject of metacognition: how psychological processses are monitored and regulated. This research overviews the connection among theories in metacognition and their real-world purposes. as well as a theoretical assessment, chapters disguise metacognition in 3 parts: schooling, daily life reminiscence and in diversified populations.

Show description

By Timothy J. Perfect, Bennett L. Schwartz

ISBN-10: 0511041497

ISBN-13: 9780511041495

ISBN-10: 0521000378

ISBN-13: 9780521000376

ISBN-10: 0521801893

ISBN-13: 9780521801898

There's a transforming into theoretical and useful curiosity within the subject of metacognition: how psychological processses are monitored and regulated. This research overviews the connection among theories in metacognition and their real-world purposes. as well as a theoretical assessment, chapters disguise metacognition in 3 parts: schooling, daily life reminiscence and in diversified populations.

Show description

Read Online or Download Applied Metacognition PDF

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And Narens, L. (1982). Overlearning and the feeling of knowing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 279–288. Nelson, T. , and Narens, L. (1990). Metamemory: a theoretical framework and new findings. In G. H. ), The psychology of learning and motivation, Volume 26, pp. 125–141. New York: Academic Press. (1994). Why investigate metacognition? In J. Metcalfe, and A. P. ), Metacognition: knowing about knowing, pp. 1–25. Cambridge, MA: MIT Press. Olympia, D. , Sheridan, S.

Training programs to improve learning in later adulthood: helping older adults educate themselves. In D. J. Hacker, J. Dunlosky, and A. C. ), Metacognition in educational theory and practice, pp. 249–276. Mahwah, NJ: Lawrence Erlbaum Associates. , and Nelson, T. O. (1992). Importance of the kind of cue for judgments of learning ( JOL) and the delayed-JOL effect. Memory and Cognition, 20, 374–380. (1994). Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur?

Metacognitive and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist, 34, 906–911. (1982). On cognitive development. Child Development, 53, 1–10. Glenberg, A. , and Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116, 119–136. Gruneberg, M. , and Monks, J. (1974). “Feeling of knowing” and cued recall. Acta Psychologica, 38, 257–265. Hart, J. T. (1965). Memory and the feeling-of-knowing experience. Journal of Educational Psychology, 56, 208–216.

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Applied Metacognition by Timothy J. Perfect, Bennett L. Schwartz


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