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September 2008 | 344 pages | SAGE Publications, Inc
Metacognition refers to the monitoring of one's own thought processes and one's existing state of knowledge and this textbook overviews the topic and its applications with regard to the needs of students of psychology, education and educational psychology.

Easy-to-conduct demonstrations are included for students to try for themselves as vivid illustrations of the course material and biographies introduce students to some of the most influential leaders in metacognition.

Chapter 1. Introduction
Chapter 2. History
Comte's Paradox and Turn-of-the-20th-Century Introspection

Some Shortcomings of Introspectionism

The Cognitive Renaissance

The Return of Introspection and the Rise of the Metacognitive School of Psychology

SECTION 1: Basic Metacognitive Judgments
Chapter 3. Methods and Analyses
Metamemory: Measures and Questions

Metamemory: Collecting, Analyzing, and Interpreting Data

Overview of the Remaining Chapters on Basic Metacognitive Judgments

Chapter 4. Feelings of Knowing and Tip-of-the-Tongue States
Theories About Feeling-of-Knowing Judgments

Tip-of-the-Tongue States

Brain Bases of FOK States

Functions of Feelings of Knowing

Chapter 5. Judgments of Learning
Do All Monitoring Judgments Tap the Same Information?

Variables Influencing JOL Accuracy

Theories About Judgments of Learning

Function of Judgments of Learning

Chapter 6. Confidence Judgments
Factors Influencing RC Accuracy

Theories About Retrospective Confidence

Function of Retrospective Judgments

Chapter 7. Source Judgments
Factors That Influence Source-Monitoring Accuracy

The Source-Monitoring Framework

Breakdowns of Source and Reality Monitoring

Brain Bases of Source-Monitoring Judgments

SECTION 2: Applications
Chapter 8. Law and Eyewitness Accuracy
Confidence and False Memories

Does Witness Confidence Matter to Jurors?


Hindsight Bias

Chapter 9. Education
General Models of Student Self-Regulated Learning

Student Metacognition in Specific Domains

SECTION 3: Life-Span Development
Chapter 10. Childhood Development
Development of Theory of Mind

Development of Metamemory

Relationship Between ToM and Metamemory

Chapter 11. Older Adulthood
What Do Older Adults Believe About Memory?

Aging and Memory Monitoring

Aging and Control of Learning and Retrieval

About the Authors

This is a thorough, and at times demanding, account of issues in metacognitive research. Not suited to an undergraduate readership, it would be an effective resource for postgraduate students or teachers with a developed interest in metacognition.

Dr Louise Campbell
Moray House School of Education, Edinburgh University
May 4, 2018

Excellent book that explains a difficult concept (Metacognition) very clearly. Good book as a reference for students

Mr Noel Brick
School of Psychology, Ulster University
October 5, 2015

A useful and insightful text for anyone interested in the study of learning awareness.
Theoretical models and framework provides some stimulating debate and provokes cognitive conceptual challenges. Readers may choose to work through the book from front to back, but would also find it effective in going straight to chapters of interest.
Recommended as an essential text for Psychology and Educational researchers

Mrs Irene Foster
School of Health, McTimoney College of Chiropractic
January 15, 2014

Aspects of this book will be useful to students on the psychology of learning and teaching module. The section on applications of theory to practice is particulalry welcome.

Dr Helen Stivaros
Psychology , Gloucestershire University
February 28, 2012

The content of the book seems high level for my undergraduate students who take "Self-regulated learning" course.

Dr Gonul Kurt
Education, Yeditepe University
January 24, 2012

This book will be very useful for our level 7 students

Mrs Jane Wood
Vocational Education , Edge Hill University
November 19, 2009

John T. Dunlosky

John Dunlosky is Associate Professor of Psychology at Kent State University.  He received his Ph.D. in cognitive psychology from the University of Washington in 1993.  He has been extensively involved in metacogntive research, both theoretical and applied, for over 15 years and has written journal articles and book chapters and has edited monographic volumes on the topic, including Hacker, Dunlosky, and Graesser's Metacognition in Educational Theory and Practice (LEA, 1998).  He has worked with grants from the Department of Education, the National Institute on Aging, and elsewhere on applied cognitive research and applying... More About Author

Janet S. Metcalfe

Janet Metcalfe is Professor of Psychology and of Neurobiology and Behavior at Columbia University.  She has been extensively involved in metacognitive research, both theoretical and applied, for over 15 years and has written journal articles and book chapters and has edited monographic volumes on the topic, including Metcalfe and Shimamura's Metacognition: Knowing about Knowing (MIT, 1994).  She is on the editorial board of the newly established journal Metacognition and Learning. More About Author

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ISBN: 9781412939720