Metacognition in Education

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Metacognition in Education

1.

Metacognition in Educational Theory and Practice
by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser. 407 pgs.

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Title Page

Contents

Foreword: Metacognitive Food for Thought in Educational Theory and Practice

Preface

References

Acknowledgments

1: Definitions and Empirical Foundations

References

2: Verbalization and Problem Solving

Acknowledgments

References

3: Smart Problem Solving: How Metacognition Helps

Acknowledgments

References

4: Metacognition in Mathematics from a Constructivist Perspective

References

5: Knowing How to Write: Metacognition and Writing Instruction

References

6: Test Predictions Over Text Material

References

Acknowledgment

7: Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts

Acknowledgments

References

8: Self-Regulated Comprehension During Normal Reading

References

9: Metacognition, Childhood Bilingualism, and Reading

References

10: Impaired Awareness of Deficits in a Psychiatric Context: Implications for Rehabilitation

References

11: Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves

Acknowledgments

References

12: Studying as Self-Regulated Learning

References

Acknowledgment

13: Smart Environments That Support Monitoring, Reflection, and Revision

References

14: The Metacognition of College Studentship: a Grounded Theory Approach

References

Appendix: Outline of Final Results: College Students' Theory of Notetaking

Epilogue: Linking Metacognitive Theory to Education

Acknowledgments

References

Author Index

Subject Index
2.

Applied Metacognition (Part 1 "Metacognition in Learning and Education")
by Timothy J. Perfect, Bennett L. Schwartz. 297 pgs.

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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.

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Contents

Contributors

Preface

1: Introduction: Toward an Applied Metacognition

References

Part 1: Metacognition in Learning and Education

2: The Relation Between Metacognitive Monitoring and Control

References

3: Metacognition for Text: Findings and Implications for Education

References

4: Influence of Practice Tests on the Accuracy of Predicting Memory Performance for Paired Associates, Sentences, and Text Material

References

Part 2: Metacognition in Everyday Memory

5: When Does Eyewitness Confidence Predict Performance?

References

6: Autobiographical Memories and Beliefs: a Preliminary Metacognitive Model

References

7: Students' Experiences of Unconscious Plagiarism: Did I Beget or Forget?

References

Part 3: Metacognition in Different Populations

8: Metacognition in Older Adults: Implications for Application

References

9: Sense and Sensitivity: Metacognition in Alzheimer's Disease

References

10: The Development of Metacognitive Knowledge in Children and Adolescents

References

Conclusions

11: Metacognition Research: an Interim Report

References

Index
3.

Reading Comprehension: From Research to Practice (Chap. 4 "The Role of Metacognition in Reading and Studying")
by Judith Orasanu. 385 pgs.

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Contents

Preface

I: Introduction

1: Introduction: Comprehension Theory and How It Grew

II: The Comprehension Process

2: Cognitive Processes in Reading

3: What They Don't Know Will Hurt Them: the Role of Prior Knowledge in Comprehension

4: The Role of Metacognition in Reading and Studying

5: Changing Linguistic Perspectives on Literacy

6: Skilled Reading and Language Development: Some Key Issues

III: Instructional Implications

7: Instructional Research in Reading: a Retrospective

8: Recent Theory and Research into the Reading Process: Implications for Reading Assessment

9: Readable Textbooks, Or, Selecting a Textbook Is Not like Buying a Pair of Shoes

Text Excerpt Citations

10: Reading and Writing: How Are the First Two "R'S" Related?

Acknowledgment

11: Teaching Reading and Writing with Personal Computers

12: Computer Technology and Reading Instruction: Perspectives and Directions

13: Literacy in the Secondary School

IV: From Research to Practice: Case Studies

14: Star: Teaching Reading and Writing

Appendix A

15: Development and Implementation of the Keep Reading Program

16: The Step Up Language Arts Program: a Study of Effective Change

17: Rethinking Reading and Listening in a Large Public School System: a Case History

18: Collaboration for School Improvement: a Case Study of a School District and a College

19: Content Reading in Secondary Schools

20: Effective Literacy Training Programs for Adults in Business and Municipal 20 Employment

References

Author Index

Subject Index
4.

Reading Comprehension Difficulties: Processes and Intervention (Chap. Ten "Metacognitive Monitoring in the Processing of Anaphoric Devices in Skilled and Less Skilled Comprehenders")
by Cesare Cornoldi, Jane Oakhill. 365 pgs.

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Title Page

Acknowledgments

Contents

Introduction: Reading Comprehension Difficulties

Chapter One: Some Observations on a Simple View of Reading

Chapter Two: The Role of Inadequate Print Exposure as a Determinant of Reading Comprehension Problems

Acknowledgments

Chapter Three: Reassessing Children's Comprehension-Monitoring Skills

Chapter Four: Higher Order Factors in Comprehension Disability: Processes and Remediation

Chapter Five: A Comparison of Reading Comprehension and Decoding Difficulties in Children

Chapter Six: Profiles of Reading Comprehension Difficulties: an Analysis of Single Cases

Acknowledgments

Chapter Seven: Sources of Comprehension Failure: Theoretical Perspectives and Case Studies

Appendix A: Ignorance, Anti-Semitism and 'Scholarship' George F. Will

Appendix B: Will Is Ignorant of Basic Facts of the Holocaust Mark Weber Editor, Journal of Historical Review Institute for Historical Review Newport Beach, California

Appendix B: Will Is Ignorant of Basic Facts of the Holocaust Mark Weber Editor, Journal of Historical Review Institute for Historical Review Newport Beach, California

Chapter Elght: Story Knowledge and Comprehension Skill

Acknowledgments

Chapter Nine: A Funny Thing Happened on the Way to the Classroom: Jokes, Riddles, and Metalinguistic Awareness in Understanding and Improving Poor Comprehension in Children

Acknowledgement

Chapter Ten: Metacognitive Monitoring in the Processing of Anaphoric Devices in Skilled and Less Skilled Comprehenders

Author Note

Appendix

Chapter Eleven: Reading Comprehension Deficits Arise from Diverse Sources: Evidence from Readers with and without Developmental Brain Pathology

Acknowledgments

Chapter Twelve: Success and Failure in Learning to Read: the Special Case (?) of Deaf Children

Chapter Thirteen: Focusing on Text Comprehension as a Problem-Solving Task: a Fostering Project for Culturally Deprived Children

Chapter Fourteen: Social Influences on Metacognitive Development in Reading

Author Index

Subject Index
5.

What Reading Research Tells Us about Children with Diverse Learning Needs: Bases and Basics (Chap. 12 "Metacognitive Strategies: Research Bases" and Chap. 13 "Metacognitive Strategies: Instructional and Curricular Basics and Implications")
by Edward J. Kameenui, Deborah C. Simmons. 402 pgs.

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Title Page

The LEA Series on Special Education and Disability

Contents

Chapter 1 Introduction

Summary

ACKNOWLEDGMENTS

References

Chapter 2 Emergent Literacy: Research Bases

Summary

References

Chapter 3 Emergent Literacy: Instructional and Curricular Basics and Implications

Conclusion

References

Chapter 4 Phonological Awareness: Research Bases

Conclusion

References

Chapter 5: Phonological Awareness: Instructional and Curricular Basics and Implications

Conclusion

References

Chapter 6 Word Recognition: Research Bases

Summary

References

Chapter 7 Word Recognition: Instructional and Curricular Basics and Implications

References

Conclusion

Chapter 8 Vocabulary Acquisition: Research Bases

Summary

References

Chapter 9 Vocabulary Acquisition: Instructional and Curricular Basics and Implications

Conclusion

References

Chapter 10 Text Organization: Research Bases

Summary

References

Chapter 11 Text Organization: Instructional and Curricular Basics and Implications

Conclusion

References

Chapter 12 Metacognitive Strategies: Research Bases

Summary

References

Chapter 13 Metacognitive Strategies: Instructional and Curricular Basics and Implications

Conclusion

References

Author Index

Subject Index
6.

Teachers Improving Learning Using Metacognition with Self-Monitoring Learning Strategies, in Education
by Rebecca Jacobson. 12 pgs.

Journal Article
7.

Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting, in Journal of Experimental Education
by D. Scott Ridley, Paul A. Schutz, Robert S. Glanz, Claire E. Weinstein. 14 pgs.

Journal Article
8.

Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students, in Cognition and Instruction
by Barbara Y. White. 116 pgs.

Journal Article
9.

Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities, Vol. II (Chap. 6 "Metacognition, Motivation, and Controlled Performance")
by Stephen J. Ceci. 393 pgs.

Book

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Title Page

Contents

List of Contributors

Foreword

I: Microlevel Cognitive Aspects of Learning Disabilities

1: An Information-Processing Framework For Understanding Reading Disability

Acknowledgments

2: The Nature of Reading Disability: Toward An Integrative Framework

Acknowledgments

References

3: In Search of the Attentional Deficit

Acknowledgment

References

4: An Interactive Model Of Strategic Processing

Acknowledgments

References

Commentary: How Shall We Conceptualize the Language Problems of Learningdisabled Children?

References

II: Macrolevel Cognitive Aspects of Learning Disabilities

5: Patterns of Motivation And Reading Skills In Underachieving Children

References

6: Metacognition, Motivation, And Controlled Performanc

Acknowledgments

References

7: Elaborative Learning Strategies for The Inefficient Learner

References

Acknowledgments

Commentary: the Four M's -- Memory Strategies, Metastrategies, Monitoring, And Motivation

References

8 Affect and Cognition Learning Disabilities

References

Acknowledgments

9: Psychosocial Aspects Of Learning Disabilities

References

10: Social Cognitive Factors In Learning-Disabled Children's Social Problems

References

Commentary: Socioemotional Factors In Learning Disabilities

References

IV: Neuropsychological Aspects of Learning Disabilities

11: Natural Histories In Learning Disabilities: Neuropsychological Difference/Environmental Demand

Acknowledgment

References

12: Learning Disability With And Without Attention Deficit Disorder

References

13: Event-Related Potentials Of Rds During Memory Scanning

Acknowledgments

References

Commentary: Brain Function and Learning Disabilities

References

Author Index

Subject Index
10.

The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing (Chap. 8 "Metacognition: A Strategic Response to Thinking")
by Linda Flower. 335 pgs.

Book

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Title Page

Contents

Figures and Tables

Acknowledgments

1: Literate Acts

Iii. Literacy as Action: Some Emerging Claims

2: Constructing Negotiated Meaning

Ii. Portraits of a Constructive Process

Iv. a Framework for Inquiry into the Construction of Negotiated Meanings

3: Construction as a Metaphor for Meaning Making

Ii. Social Construction or Social Interaction?

4: Construction Sites Observations of Meaning Making in Learning, Development, and Literacy

5: Collaborative Planning an Educator's Account of a Constructive Process

6: Welcome to College Construction and Negotiation in a Freshman Class

Iii. a Model of the Writer as Learner

7: Strategic Knowledge and the Logic of a Learner

8: Metacognition a Strategic Response to Thinking

9: Reflection and the Reconstruction of a Literate Practice

10: Coming to Conclusions

Appendix: Carter and Jennie's Planning Session

References

Index
11.

Intentional Conceptual Change (Part I "Cognition, Metacognition, and Intentional Conceptual Change")
by Paul R. Pintrich, Gale M. Sinatra. 479 pgs.

Book

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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.

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Title Page

Contents

Preface

References

1: The Role of Intentions in Conceptual Change Learning

References

I: Cognition, Metacognition, and Intentional Conceptual Change

2: Influences on Intentional Conceptual Change

References

3: Self-Explanation: Enriching a Situation Model or Repairing a Domain Model?

References

4: Acupuncture, Incommensurability, and Conceptual Change

References

5: Metacognitive Aspects of Students' Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning

References

6: The Role of Domain-Specific Knowledge in Intentional Conceptual Change

References

II: Epistemological and Social/motivational Factors in Intentional Conceptual Change

7: Interest, Epistemological Belief, and Intentional Conceptual Change

References

8: Personal Epistemologies and Intentional Conceptual Change

References

9: J's Epistemological Stance and Strategies

References

Appendix A: Shifting Interpretations in the Case of Constant Motion

Appendix B: J's Epistemology Depends Richly on Context

10: Conceptual Change in Response to Persuasive Messages

References

11: Learning About Biological Evolution: a Special Case of Intentional Conceptual Change

References

12: Achievement Goals and Intentional Conceptual Change

References

III: Prospects and Problems for Models of Intentional Conceptual Change

13: Exploring the Relationships Between Conceptual Change and Intentional Learning

References

14: When is Conceptual Change Intended? a Cognitive-Sociocultural View

References

15: Future Directions for Theory and Research on Intentional Conceptual Change

References

Author Index

Subject Index
12.

Tip-Of-The-Tongue States: Phenomenology, Mechanism, and Lexical Retrieval (Chap. 5 "Theories of Metacognition")
by Bennett L. Schwartz. 181 pgs.

Book

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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?"

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Title Page

Contents

Preface

1: What is a Tot?

2: The Properties of Naturally-Occurring Tots

3: Theories of Tot Etiology

4: Tots as a Window on Retrieval

5: Theories of Metacognition

6: Functional Aspects of the Tot

7: Tots, Development, and Neuropsychological Issues

8: Conclusions and Directions for the Future

References

Author Index

Subject Index
13.

Literacy: An International Handbook (Chap. 12 "Metacognitive Aspects of Literacy")
by Brian V. Street, Richard L. Venezky, Daniel A. Wagner. 528 pgs.

Book

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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.

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Title Page

Contents

Foreword

Acknowledgments

1: Rationales, Debates, and New Directions: an Introduction

Part One: Historical and Philosophical Roots

2: the History of Reading

References

3: Literacy in Social History

Conclusion

References

4: Languages and Scripts in Contact: Historical Perspectives

References

5: the Implications of Literacy

References

6: the Meanings of Literacy

References

Conclusions

Part Two: Psychological Approaches

7: Children's Reading Acquisition

References

8: Adult Reading Acquisition

References

9: Reading Disability

References

10: Diagnosis and Remediation in Reading

Conclusion

References

11: Diagnosis and Remediation in Writing Development

Conclusions

References

12: Metacognitive Aspects of Literacy

Conclusions

References

13: Literacy and Cognition

Conclusions

References

Part Three: Sociological and Anthropological Approaches

14: Sociological and Anthropological Issues in Literacy

Conclusion

References

15: Ethnic and Minority Issues in Literacy

References

16: Literacy and Social Practice

References

17: Ethnography of Writing

References

18: Literacy and Religion: the Word, the Holy Word, and the World

Conclusion

References

19: Reading, Writing, and Salvation: the Impact of Christian Missionaries on Literacy

References

Conclusions

Part Four: Language and Literacy

20: Orality and Literacy

References

21: Literacy and Language Development

References

22: Development of Orthographies

References

23: Second Language Reading

Conclusions

References

24: Cross-Language Transfer of Reading Skills

Summary

References

25: Metalinguistic Awareness and Literacy Acquisition in Different Languages

References

Part Five: Curriculum, Instruction, and Assessment

26: Models of Reading

References

27: Theoretical Approaches to Reading Instruction

References

28: Adult Education and Literacy

References

29: Cognitive Perspectives on Primers and Textbooks

Concluding Thoughts

References

30: Social Perspectives on Primers and Textbooks

References

31: Comprehension of Printed Instructions

Conclusions

References

32: Literacy Skill Retention

Conclusion

References

33: Alternative Assessments of Learning and Literacy: a U.S. Perspective

References

34: International and Comparative Assessment of Literacy

References

35: International Adult Literacy Household Survey Methods

References

Conclusions

Part Six: Numeracy

36: Links Between Literacy and Numeracy

Conclusions

References

37: Indigenous Number Systems

Conclusion

References

38: Children's Acquisition of Mathematics

Conclusion

References

39: Adult Numeracy

References

Part Seven: Policy Perspectives

40: Home Influences on Early Literacy

Conclusions

References

41: Family Literacy Practice and Programs

References

42: Social Policy in Support of Literacy

References

43: Gender and Literacy Development

References

44: Language and Literacy Planning

References

45: Indigenous Education and Literacy Learning

Conclusion

References

46: Literacy Campaigns: a Policy Perspective

References

47: The Effect of Education on Health

References

Conclusions

48: Literacy and Population Change

References

49: Literacy and Basic Education

Conclusions

References

50: Literacy, Skills, and Work

References

51: Literacy and Older Adults

References

52: Literacy and Nonformal Education: Overlap and Divergence

References

53: Staff Training and Development for Adult Literacy

Conclusion

References

54: Post-Literacy Materials

Conclusions

References

55: Literacy and Economic Development

References

56: Literacy from a Donor Perspective

References

57: Literacy and International Policy Development

References

58: Investing in Adult Literacy: Lessons and Implications

Summary

References

59: Adult Literacy in Developing Countries: a Contemporary Annotated Bibliography

Part Eight: Contemporary Regional Perspectives

60: Literacy in North America

References

61: Literacy in Europe

Conclusion

References

62: Literacy in Russia and the Former USSR

References

63: Literacy in Scandinavia

References

64: Literacy in the Arab Region

References

Conclusions

65: Literacy in Francophone West Africa

References

66: Literacy in English-Speaking Africa

References

Conclusions

67: Adult Literacy Experiences in Lusophone African Countries

References

68: Literacy in South Africa

References

69: Literacy in China, Korea, and Japan

Conclusions

References

70: Literacy in South Central Asia

References

71: Adult Literacy in India: Assumptions and Implications

References

72: Literacy Education in New Zealand and Australia

Conclusion

References

73: Literacy in Mexico and Central America

Conclusions

References

74: Literacy in Brazil and South America

Conclusions

References

75: Literacy in the Pacific Islands

References

Part Nine: Literacy and New Technologies

76: Information Technologies and the Future of the Book

References

77: Information Technologies and Literacy

References

78: Assisting Literacy Through Distance Education

References

79: Literacy, Electronic Networking, and the Internet

References

About the Contributors

Author Index

Subject Index
14.

Cognitive Science and Mathematics Education (Chap. 8 "What's All the Fuss about Metacognition?")
by Alan H. Schoenfeld. 294 pgs.

Book

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Title Page

Contents

Contributors

Acknowledgments

Preface

1: Cognitive Science and Mathematics Education: An Overview

References

2: Foundations of Cognitive Theory and Research for Mathematics Problem-Solving Instruction

References

3: Instructional Representations Based on Research about Understanding

Conclusion

4: Cognitive Technologies for Mathematics Education

References

5: Problem Formulating: Where Do Good Problems Come From?

ACKNOWLEDGMENTS

References

6: From The Teacher's Side of the Desk

References

7: New Knowledge about Errors and New Views about Learners: What They Mean to Educators and More Educators Would Like to Know

References

8: What's All the Fuss About Metacognition?

References

9: Cognitive Science and Algebra Learning

ACKNOWLEDGMENT

References

10: Cognitive Science and Mathematics Education: A Mathematician's Perspective

References

11: Cognitive Science and Mathematics Education: A Mathematics Educator's Perspective

References

Author Index

Subject Index
15.

The Development of Judgment and Decision Making in Children and Adolescents (Chap. 2 "Metacognition and Cognitive Variability: A Dual-Process Model of Decision Making and Its Development")
by Janis E. Jacobs, Paul A. Klaczynski. 364 pgs.

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The Development of Judgment and Decision Making in Children and Adolescents

Contents

Preface

I: Cognitive Developmental Approaches to Judgment and Decision Making

1: The Development of Self-Regulated Decision Making

2: Metacognition and Cognitive Variability: a Dual-Process Model of Decision Making and Its Development

3: Risky Decision Making in Childhood and Adolescence: a Fuzzy-Trace Theory Approach

Commentary: Development and Decisions

II: Contextual Influences on Decision Making

4: Anticipating and Avoiding Regret as a Model of Adolescent Decision Making

5: "Everyone Else is Doing It": Relations Between Bias in Base-Rate Estimates and Involvement in Deviant Behaviors

6: Culture and the Construction of Concepts of Personal Autonomy and Democratic Decision Making

7: Not All Hurried Children Are the Same: Children's Participation in Deciding on and Planning Their After-School Activities

Commentary: Lessons from a Life-Span Perspective to Adolescent Decision Making

III: Decision Making in the Real World

8: The Role of Consultants in Adolescents' Decision Making: a Focus on Abortion Decisions

9: Crime, Competence, and Culpability: Adolescent Judgment in the Justice System

10: Setting Goals and Making Plans: How Children and Adolescents Frame Their Decisions

Commentary: the Development of Thinking

Afterword: Development of and in Behavioral Decision Research

Author Index

Subject Index
16.

Off-Line Metacognition--A Domain-Specific Retardation in Young Children with Learning Disabilities?, in Learning Disability Quarterly
by Annemie Desoete, Herbert Roeyers. 17 pgs.

Journal Article

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