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Applied Metacognition
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  • Cited by 34
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Gabbert, Fiona Memon, Amina and Allan, Kevin 2003. Memory conformity: can eyewitnesses influence each other's memories for an event?. Applied Cognitive Psychology, Vol. 17, Issue. 5, p. 533.

    McCarley, Jason S. and Gosney, Jessica 2005. Metacognitive Judgments in a Simulated Luggage Screening Task. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, Vol. 49, Issue. 17, p. 1620.

    Selart, Marcus Kuvaas, Bård Boe, Ole and Takemura, Kazuhisa 2006. The influence of decision heuristics and overconfidence on multiattribute choice: A process-tracing study. European Journal of Cognitive Psychology, Vol. 18, Issue. 3, p. 437.

    Caine, Geoffrey and Caine, Renate Nummela 2006. Meaningful learning and the executive functions of the brain. New Directions for Adult and Continuing Education, Vol. 2006, Issue. 110, p. 53.

    Bortfeld, Heather Smith, Steven M. and Tassinary, Louis G. 2006. Memory and the brain: A retrospective. Cognition & Emotion, Vol. 20, Issue. 7, p. 1027.

    Simon, Dominic A. 2007. Contextual Interference Effects with Two Tasks. Perceptual and Motor Skills, Vol. 105, Issue. 1, p. 177.

    Smedley, Alison 2007. The self-directed learning readiness of first year bachelor of nursing students. Journal of Research in Nursing, Vol. 12, Issue. 4, p. 373.

    Reeves, Patricia M. and Reeves, Thomas C. 2008. Design considerations for online learning in health and social work education. Learning in Health and Social Care, Vol. 7, Issue. 1, p. 46.

    Thomas, David C. Elron, Efrat Stahl, Günter Ekelund, Bjørn Z. Ravlin, Elizabeth C. Cerdin, Jean-Luc Poelmans, Steven Brislin, Richard Pekerti, Andre Aycan, Zeynep Maznevski, Martha Au, Kevin and Lazarova, Mila B. 2008. Cultural Intelligence. International Journal of Cross Cultural Management, Vol. 8, Issue. 2, p. 123.

    Kaiser, Arnim and Kaiser, Ruth 2009. Métacognition et formation des adultes. Questions vives recherches en éducation, p. 147.

    Shuhua Su and Gongxiang Chen 2010. The influence of achievement goal orientation, self-efficacy on allocation of study time. p. 546.

    Rudmin, Floyd W. 2010. Phenomenology of Acculturation: Retrospective Reports from the Philippines, Japan, Quebec, and Norway. Culture & Psychology, Vol. 16, Issue. 3, p. 313.

    Hashimoto, Kiyota and Takeuchi, Kazuhiro 2010. Prototypical development of awareness promoting learning support system of basic presentation. p. 304.

    Tonković, Mirjana and Vranić, Andrea 2011. Self-evaluation of memory systems: Development of the questionnaire. Aging & Mental Health, Vol. 15, Issue. 7, p. 830.

    Francaviglia, Mauro and Servidio, Rocco 2011. Gesture as a Cognitive Support to Solve Mathematical Problems. Psychology, Vol. 02, Issue. 02, p. 91.

    Parnell, Will 2011. Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio. Journal of Early Childhood Research, Vol. 9, Issue. 3, p. 291.

    De Backer, Liesje Van Keer, Hilde and Valcke, Martin 2012. Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. Instructional Science, Vol. 40, Issue. 3, p. 559.

    Kahan, Tracey L. and Sullivan, Kieran T. 2012. Assessing metacognitive skills in waking and sleep: A psychometric analysis of the Metacognitive, Affective, Cognitive Experience (MACE) questionnaire. Consciousness and Cognition, Vol. 21, Issue. 1, p. 340.

    Mårdh, Selina Karlsson, Thomas and Marcusson, Jan 2013. Aspects of awareness in patients with Alzheimer's disease. International Psychogeriatrics, Vol. 25, Issue. 07, p. 1167.

    Biro, Piroska and Csernoch, Maria 2013. Deep and surface structural metacognitive abilities of the first year students of Informatics. p. 521.

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    Applied Metacognition
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Book description

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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