There is a growing theoretical and practical interest in the topic of metacognition: how mental processses are monitored and controlled. This study overviews the relationship between theories in metacognition and their real-world applications. In addition to a theoretical overview, chapters cover metacognition in three areas: education, everyday life memory and in diverse populations.
This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative view of conceptual change learning using original contributions drawn from renowned scholars in a variety of disciplines. The volume is intended for scholars or advanced students studying knowledge acquisition and change, including educational psychology, developmental psychology, science education, cognitive science, learning science, instructional psychology, and instructional and curriculum studies.
Tip-of-the-Tongue experiences are one of those illusive oddities of human cognition. Like slips of the tongue, déjà vu, and visual illusions, TOTs dazzle us with their subjective strength, yet, at the same time, puzzle us with our frustrating inability to retrieve the desired word. This book discusses what little is known about TOTs and speculates about much of the rest of the riddle. Cognitive psychologists know a lot about processes but generally avoid issues of conscious experience and phenomenology. Because the larger goal of this book is to relate the TOT experience to the study of human phenomenology, it goes beyond the conventional cognitive psychology question, "What causes tip-of-the-tongue experiences?" to ask, "Why do we experience TOTs at all?"
The written word has a rich and varied history, one which transcends different disciplines, contexts -- even countries. Literacy: An International Handbook is an ambitious, interdisciplinary survey from around the globe. This volume of 82 original essays tackles a wide array of scholarly and social issues -- from early reading to adult literacy -- through a far-reaching, international perspective. Thanks to its breadth, attention to international issues, and cross-disciplinary nature, editors Daniel A. Wagner, Richard Venezky, and Brian Street have assembled, for the first time anywhere, the definitive compendium of worldwide literacy issues. Contributors approach the conceptualization of literacy from different disciplines, perspectives, and historical situations: What have been the consequences and implications of the acquisition of literacy for societies and for individuals, at different points in time and in different cultural contexts? How has the diagnosis and remediation of reading and writing disabilities of both children and adults changed over the years? What is the significance of literacy in and for religious practices? How are literacy and numeracy linked conceptually and theoretically? How does gender intersect with literacy development? Literacy tackles these questions and many more. Divided into ten sections, the book includes readings on the following topics: Historical and Philosophical Roots; Psychology of Reading; Sociology/Anthropology; Linguistics and Literacy; Curriculum and Instruction; Literacy Assessment; Numeracy; Policy Perspectives; Contemporary Regional Perspectives; and Looking Ahead at Literacy.