Applied Metacognition

doi:10.1017/CBO9780511489976

There is a growing theoretical and practical 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. A diverse range of topics are covered such as how we judge our own learning, why we create false beliefs about our past, how children learn to monitor and control their memory, how well eyewitnesses can judge the accuracy of their own memories and how memory judgements change across the lifespan. The book has contributions from many of the leading researchers in metacognition from around the world.

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Contents

Frontmatter
pp i-vi
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Contents
pp vii-viii
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List of contributors
pp ix-x
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Preface
pp xi-xii
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1 - Introduction: toward an applied metacognition
pp 1-12
- By Bennett L. Schwartz, Associate Professor of Psychology Florida International University, USA, Timothy J. Perfect, Professor of Experimental Psychology University of Plymouth, UK
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Part 1 - Metacognition in learning and education
pp 13-14
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2 - The relation between metacognitive monitoring and control
pp 15-38
- By Lisa K. Son, Barnard College, USA, Bennett L. Schwartz, Associate Professor of Psychology Florida International University, USA
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3 - Metacognition for text: findings and implications for education
pp 39-67
- By Ruth H. Maki, Texas Tech University, USA, Michael J. McGuire, Texas Tech University, USA
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4 - Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material
pp 68-92
- By John Dunlosky, University of North Carolina at Greensboro, USA, Katherine A. Rawson, University of Colorado at Boulder, USA, Susan L. McDonald, University of North Carolina at Greensboro, USA
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Part 2 - Metacognition in everyday memory
pp 93-94
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5 - When does eyewitness confidence predict performance?
pp 95-120
- By Timothy J. Perfect, Professor of Experimental Psychology University of Plymouth, UK
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6 - Autobiographical memories and beliefs: a preliminary metacognitive model
pp 121-145
- By Giuliana Mazzoni, Seton Hall University, USA, Irving Kirsh, University of Connecticut, USA
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7 - Students' experiences of unconscious plagiarism: did I beget or forget?
pp 146-166
- By Marie Carroll, University of Canberra, Australia, Timothy J. Perfect, Professor of Experimental Psychology University of Plymouth, UK
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Part 3 - Metacognition in different populations
pp 167-168
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8 - Metacognition in older adults: implications for application
pp 169-196
- By Christopher Hertzog, Georgia Institute of Technology, USA
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9 - Sense and sensitivity: metacognition in Alzheimer's disease
pp 197-223
- By Chris Moulin, University of Leeds, UK
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10 - The development of metacognitive knowledge in children and adolescents
pp 224-258
- By Wolfgang Schneider, University of Würzburg, Germany, Kathrin Lockl, University of Würzburg, Germany
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Conclusions
pp 259-260
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11 - Metacognition research: an interim report
pp 261-286
- By Asher Koriat, University of Haifa, Israel
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Index
pp 287-297
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Applied Metacognition

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Contents

Frontmatter
pp i-vi

Contents
pp vii-viii

List of contributors
pp ix-x

Preface
pp xi-xii

1 - Introduction: toward an applied metacognition
pp 1-12

Part 1 - Metacognition in learning and education
pp 13-14

2 - The relation between metacognitive monitoring and control
pp 15-38

3 - Metacognition for text: findings and implications for education
pp 39-67

4 - Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material
pp 68-92

Part 2 - Metacognition in everyday memory
pp 93-94

5 - When does eyewitness confidence predict performance?
pp 95-120

6 - Autobiographical memories and beliefs: a preliminary metacognitive model
pp 121-145

7 - Students' experiences of unconscious plagiarism: did I beget or forget?
pp 146-166

Part 3 - Metacognition in different populations
pp 167-168

8 - Metacognition in older adults: implications for application
pp 169-196

9 - Sense and sensitivity: metacognition in Alzheimer's disease
pp 197-223

10 - The development of metacognitive knowledge in children and adolescents
pp 224-258

Conclusions
pp 259-260

11 - Metacognition research: an interim report
pp 261-286

Index
pp 287-297

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Applied Metacognition

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