Synopsis
New Theory and Data on Metacognitive Monitoring and Control in Different Contexts and by Different Individuals Thomas O. Nelson University ofMary/and. USA This book, divided into several sections (each containing several chapters), is timely in reporting new theory and data that help refine what is already known about metacognition (defined as people's cognitions about their own cognitions). New data are reported about metacognition during learning (especially judgments of learning that occur soon after studying new items) not only in traditionally examined people such as college students but also in children and in Alzheimer patients. Data are also reported about metacognitive monitoring during the reading of text, not only in college students but also in children. The above situations focus on the acquisition of new items from lists or from texts. However, the book also includes a chapter reporting dataaboutmetacognitionduring problem solving. Besides the chapters on monitoring information in anticipation of future performance (sometimes called prospective monitoring), a chapter is included that offers data about the metacognitive monitoring ofthe retrieval of information from memory, where the emphasis is on the accuracy of retrospective confidence judgments not only in adults but also in children. This topic is ofwidespread interest both in traditional domains ofcognitive psychology and in applications to domains such as forensics, where eyewitness reports are crucial tojudicial decisions. The above topics pertain to aspects ofmetacognition involving the monitoringof one's own cognitions.
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Synopsis
Two perspectives have structured research within the rapidly developing field of metacognition. The first, functional perspective examines how and when people use their knowledge about their own thinking to guide their actions. The second, analytical perspective is mainly concerned with the state of metacognitive knowledge. This approach is identified with cognitive psychological research on feelings of knowing and judgments about knowledge states and abilities. The object of the current volume is to promote the interaction, and indeed construct a synergistic reciprocity between the two sub-fields. The authors examine the role of metacognition in activities as varied as classroom learning, piloting airplanes, and eyewitness testimony. The ideas and questions developed in the book will give a dynamic impulse to research in the field.
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Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -New Theory and Data on Metacognitive Monitoring and Control in Different Contexts and by Different Individuals Thomas O. Nelson University ofMary/and. USA This book, divided into several sections (each containing several chapters), is timely in reporting new theory and data that help refine what is already known about metacognition (defined as people's cognitions about their own cognitions). New data are reported about metacognition during learning (especially judgments of learning that occur soon after studying new items) not only in traditionally examined people such as college students but also in children and in Alzheimer patients. Data are also reported about metacognitive monitoring during the reading of text, not only in college students but also in children. The above situations focus on the acquisition of new items from lists or from texts. However, the book also includes a chapter reporting dataaboutmetacognitionduring problem solving. Besides the chapters on monitoring information in anticipation of future performance (sometimes called prospective monitoring), a chapter is included that offers data about the metacognitive monitoring ofthe retrieval of information from memory, where the emphasis is on the accuracy of retrospective confidence judgments not only in adults but also in children. This topic is ofwidespread interest both in traditional domains ofcognitive psychology and in applications to domains such as forensics, where eyewitness reports are crucial tojudicial decisions. The above topics pertain to aspects ofmetacognition involving the monitoringof one's own cognitions. 308 pp. Englisch. Seller Inventory # 9781402071348
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Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The object of this volume is to promote the interaction, and indeed construct a synergistic reciprocity between the functional perspective on metacognition and the analytical perspective. The authors examine the role of metacognition in activities as var. Seller Inventory # 4094855
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Buch. Condition: Neu. Metacognition | Process, Function and Use | Patrick Chambres (u. a.) | Buch | xix | Englisch | 2002 | Humana | EAN 9781402071348 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand. Seller Inventory # 102571616
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Condition: New. Two perspectives have structured research within the field of metacognition - functional perspective and analytical perspective. This work aims to promote the interaction, and construct a synergistic reciprocity between the two sub-fields. It examines the role of metacognition in activities as varied as classroom learning, and piloting airplanes. Editor(s): Chambres, Patrick; Marescaux, Pierre-Jean. Num Pages: 300 pages, biography. BIC Classification: JMR. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 19. Weight in Grams: 609. . 2002. Hardback. . . . . Seller Inventory # V9781402071348
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Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -New Theory and Data on Metacognitive Monitoring and Control in Different Contexts and by Different Individuals Thomas O. Nelson University ofMary/and. USA This book, divided into several sections (each containing several chapters), is timely in reporting new theory and data that help refine what is already known about metacognition (defined as people's cognitions about their own cognitions). New data are reported about metacognition during learning (especially judgments of learning that occur soon after studying new items) not only in traditionally examined people such as college students but also in children and in Alzheimer patients. Data are also reported about metacognitive monitoring during the reading of text, not only in college students but also in children. The above situations focus on the acquisition of new items from lists or from texts. However, the book also includes a chapter reporting dataaboutmetacognitionduring problem solving. Besides the chapters on monitoring information in anticipation of future performance (sometimes called prospective monitoring), a chapter is included that offers data about the metacognitive monitoring ofthe retrieval of information from memory, where the emphasis is on the accuracy of retrospective confidence judgments not only in adults but also in children. This topic is ofwidespread interest both in traditional domains ofcognitive psychology and in applications to domains such as forensics, where eyewitness reports are crucial tojudicial decisions. The above topics pertain to aspects ofmetacognition involving the monitoringof one's own cognitions.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 308 pp. Englisch. Seller Inventory # 9781402071348
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - New Theory and Data on Metacognitive Monitoring and Control in Different Contexts and by Different Individuals Thomas O. Nelson University ofMary/and. USA This book, divided into several sections (each containing several chapters), is timely in reporting new theory and data that help refine what is already known about metacognition (defined as people's cognitions about their own cognitions). New data are reported about metacognition during learning (especially judgments of learning that occur soon after studying new items) not only in traditionally examined people such as college students but also in children and in Alzheimer patients. Data are also reported about metacognitive monitoring during the reading of text, not only in college students but also in children. The above situations focus on the acquisition of new items from lists or from texts. However, the book also includes a chapter reporting dataaboutmetacognitionduring problem solving. Besides the chapters on monitoring information in anticipation of future performance (sometimes called prospective monitoring), a chapter is included that offers data about the metacognitive monitoring ofthe retrieval of information from memory, where the emphasis is on the accuracy of retrospective confidence judgments not only in adults but also in children. This topic is ofwidespread interest both in traditional domains ofcognitive psychology and in applications to domains such as forensics, where eyewitness reports are crucial tojudicial decisions. The above topics pertain to aspects ofmetacognition involving the monitoringof one's own cognitions. Seller Inventory # 9781402071348
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Condition: New. Two perspectives have structured research within the field of metacognition - functional perspective and analytical perspective. This work aims to promote the interaction, and construct a synergistic reciprocity between the two sub-fields. It examines the role of metacognition in activities as varied as classroom learning, and piloting airplanes. Editor(s): Chambres, Patrick; Marescaux, Pierre-Jean. Num Pages: 300 pages, biography. BIC Classification: JMR. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 19. Weight in Grams: 609. . 2002. Hardback. . . . . Books ship from the US and Ireland. Seller Inventory # V9781402071348
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