Metacognition in Educational Theory and Practice

Table of contents

• Title Page iii
• Contents vii
• Foreword - Metacognitive Food for Thought in Educational Theory and Practice ix
• Preface xiii
• Acknowledgments xiv
• References xiv
• 1 - Definitions and Empirical Foundations 1
• References 21
• 2 - Verbalization and Problem Solving 25
• Acknowledgments 44
• References 44
• 3 - Smart Problem Solving: How Metacognition Helps 47
• Acknowledgments 64
• References 65
• 4 - Metacognition in Mathematics from a Constructivist Perspective 69
• References 89
• 5 - Knowing How to Write: Metacognition and Writing Instruction 93
• References 113
• 6 - Test Predictions Over Text Material 117
• Acknowledgment 142
• References 142
• 7 - Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts 145
• Acknowledgments 160
• References 160
• 8 - Self-Regulated Comprehension During Normal Reading 165
• References 188
• 9 - Metacognition, Childhood Bilingualism, and Reading 193
• References 216
• 10 - Impaired Awareness of Deficits in a Psychiatric Context: Implications for Rehabilitation 221
• References 244
• 11 - Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves 249
• Acknowledgments 271
• References 271
• 12 - Studying as Self-Regulated Learning 277
• Acknowledgment 301
• References 301
• 13 - Smart Environments That Support Monitoring, Reflection, and Revision 305
• References 344
• 14 - The Metacognition of College Studentship: a Grounded Theory Approach 347
• References 362
• Appendix: Outline of Final Results 364
• Epilogue - Linking Metacognitive Theory to Education 367
• Acknowledgments 380
• References 380
• Author Index 383
• Subject Index 401

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