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Meta-cognition : a recent review of research, theory, and perspectives / Michael F. Shaughnessy, Marcel V.J. Veenman and Cynthia Kleyn-Kennedy, editors.
- Format:
- Book
- Language:
- English
- Subjects (All):
- Metacognition.
- Psychology.
- Physical Description:
- 1 online resource (249 p.)
- Edition:
- 1st ed.
- Place of Publication:
- New York : Nova Science Publishers, c2008.
- Summary:
- Over the past two decades, the word 'metacognition' has become a regularly used part of our language and vocabulary in both psychology and education. Many research articles have been written about it, the conceptualisation of this construct has expanded, and conferences abound with investigations and empirical research into various facets of this domain. This book provides some of the most recent research by scholars from various parts of the world. It includes differing perspectives -- some empirical, some theory driven, and some application papers. The book focuses on metacognition and it's relevance to gifted and highly able students. Many of the papers focus directly and specifically on this; others are more tangential in nature.
- Contents:
- Intro
- META-COGNITION: A RECENT REVIEW OF RESEARCH, THEORY AND PERSPECTIVES
- CONTENTS
- Chapter 1 INTRODUCTION
- Chapter 2 METACOGNITIVE SKILLS OF THE GIFTED FROM A CROSS-CULTURAL PERSPECTIVE
- ABSTRACT
- 1.1. INTRODUCTION1
- 1.2. High Ability
- 1.2.1. Approaches towards Intelligence
- 1.2.2. Conceptions of Giftedness
- 1.2.3. Giftedness as Developing Expertise
- 1.3. Metacognition
- 1.3.1. Defining Metacognition
- 1.3.2. Development of Metacognitive Skills
- 1.3.3. Measuring Metacognitive Skills
- 1.4. Cultural Orientations and Influences
- 1.5. Interrelation between High Ability, Metacognitive Skills, and Performance
- 1.5.1. High Abilities and Metacognitive Skills
- 1.5.2. Models Describing the Relationship between Ability, Metacognitive Skills and Performance
- 1.6. Research Questions
- 2. METHOD
- 2.1. Sample
- 2.2. Intellectual Ability
- 2.3. School Performance
- 2.4. Metacognitive Skillfulness
- 2.4.1. Metacognitive Task
- 2.5. Information on Individual Background
- 3. RESULTS
- 3.1. Cross-cultural Differences regarding Metacognitive Skill Scores
- 3.2. Differences in Quantity and Distribution of Metacognitive Skill Scores
- 3.3. Interrelationship between High Abilities, Metacognitive Skills and School-Performance
- 4. CONCLUSION AND DISCUSSION
- SUGGESTIONS FOR FUTURE RESEARCH
- REFERENCES
- Chapter 3 METACOGNITION - A PSYCHOPHYSIOLOGICAL PERSPECTIVE
- DEFINITIONS
- METACOGNITIVE RESEARCH
- METHODS AND TECHNIQUES USED IN ANALYZING METACOGNITION
- PILOT STUDY 1
- PILOT STUDY 2
- CONCLUSION
- Chapter 4 STEGOSAURUS AND SPOONBILLS: MECHANISMS FOR TRANSFER ACROSS BIOLOGICAL DOMAINS
- EXPERTISE
- Child Experts
- Expertise on Domains Related to Biology
- TRANSFER OF EXPERTISE.
- Transfer across Domains Related to Biology
- FACTORS THAT FACILITATE TRANSFER
- EXPLORING TRANSFER BETWEEN BIOLOGICAL DOMAINS: THE CASE OF REFERENTIAL COMMUNICATION
- Task Procedures
- Data Reduction and Analysis
- AN INTEGRATION AND SUGGESTIONS FOR FUTURE RESEARCH
- ACKNOWLEDGEMENTS
- Chapter 5 TO BE OR NOT 2 BEE: AN EXAMINATION OF BREAKING SET
- INTRODUCTION
- The Relationship between Breaking Set and Level of Intelligence
- Breaking Set and its Relationship to Metacognition
- Review of Literature on Breaking Set
- Research Study on Breaking Set
- Research Hypotheses
- Hypothesis One
- Hypothesis Two
- Hypothesis Three
- Hypothesis Four
- Hypothesis Five
- SIGNIFICANCE OF THE STUDY
- METHOD
- Subjects
- Variables
- Materials and Procedures
- Validity and Reliability
- Research Design
- RESULTS OF THE RESEARCH STUDY
- Research Hypothesis Four
- Research Hypothesis Three
- Research Hypothesis Two
- Research Hypothesis One
- Research Hypothesis Five
- Quantitative Results Summary
- Qualitative Results Summary
- Discussion
- Limitations
- Implications
- Future Research
- Chapter 6 METACOGNITION IN THE GIFTED: CONNECTIONS TO EXPERTISE
- CHARACTERISTICS OF EXPERTISE
- HOW IMPORTANT IS METACOGNITION FOR EXPERTISE?
- METACOGNITION, GIFTEDNESS, AND EXPERTISE
- DECLARATIVE METACOGNITION
- METACOGNITIVE MONITORING
- STRATEGY USE AND TRANSFER
- Chapter 7 MARGINALIA AS A METACOGNITIVE STRATEGY
- HISTORICAL PERSPECTIVE
- RESEARCH PERSPECTIVE
- THE "MARGINAL THINKING" TYPOLOGY
- Type 1. Interrogative Notations
- Type 2. Summative Notations
- Type 3. Evaluative Notations
- Type 4. Applicative Notations
- Type 5. Argumentative Notations.
- INTRODUCING MARGINAL THINKING TO STUDENTS
- MARGINAL THINKING AS AN INSTRUCTIONAL STRATEGY
- Chapter 8 SELF-AWARENESS AND SELF-MAPPING OF COGNITIVE PROCESSES FROM EARLY CHILDHOOD TO ADOLESCENCE
- THE ARCHITECTURE OF THE HUMAN MIND
- The Environment-oriented Level of the Mind
- The Self-oriented Level of the Mind
- Long-term Hypercognition
- STUDY ONE: AWARENESS OF COGNITIVE PROCESSES IN EARLY CHILDHOOD
- The Study
- The Organization of Cognitive and Hypercognitive Processes
- Development of Self-awareness
- STUDY TWO: AWARENESS OF COGNITIVE PROCESSES IN ADOLESCENCE
- Cognitive and Hypercognitive Maps
- Perceived Relations between SCS and Specific Components Skills
- Cognitive and Hypercognitive Performance
- CONCLUSIONS
- ACKNOWLEDGEMENT
- Chapter 9 EPISTEMIC DEVELOPMENT AND THE PERILS OF PLUTO
- THE PERILS OF PLUTO
- EPISTEMIC DEVELOPMENT IN CHILDHOOD
- EPISTEMIC DEVELOPMENT IN ADOLESCENCE AND BEYOND
- THE EPISTEMOLOGY OF HISTORY
- Chapter 10 METACOGNITIVE MULTICULTURAL EDUCATION
- Romani, Artists, and Altruists ≠ Gypsies, Tramps, and Thieves
- Metacognition from a Social Psychological and Domain Specific Perspective
- Course Objectives
- BACKGROUND
- TRANSPOSING "PROTECTING OUR MINDS" WITH EXPOSING THEIR MINDS
- Exposure Control: Channel Changes to Avoid Mental Contamination
- Preparation: Anticipating Counterarguments
- Resistance: From Here on, a Downhill Battle
- Remediation: Attempts to Undo the Damage
- Behavior Control: Just Tough it out
- Chapter 11 THE RELATIONSHIP BETWEEN METACOGNITIVE AND COGNITIVE STRATEGIES AND READING COMPREHENSION IN SECOND LANGUAGE LEARNING
- PURPOSE
- RESEARCH QUESTIONS.
- PARTICIPANTS
- INSTRUMENTATION
- PROCEDURE
- RESULTS AND DISCUSSION
- Analysis No. 1: Cognitive and Metacognitive Strategies and Test-takers' Reading Comprehension
- Analysis No. 2: Cognitive and Metacognitive Strategies among Effective and Ineffective Test-takers
- Analysis No. 3: Effective and Ineffective Test-takers in Using the Subcategories of Cognitive and Metacognitive Strategies
- Analysis No. 4: Male and Female Test-takers' Use of Cognitive and Metacognitive Strategies in the Reading Comprehension Test
- PEDAGOGICAL IMPLICATION
- SUGGESTION FOR FURTHER RESEARCH
- APPENDIX I: FACTOR ANALYSIS
- APPENDIX II: COGNITIVE AND METACOGNITIVE QUESTIONNAIRE
- Chapter 12 GIFTEDNESS: PREDICTING THE SPEED OF EXPERTISE ACQUISITION BY INTELLECTUAL ABILITY AND METACOGNITIVE SKILLFULNESS OF NOVICES
- Metacognitive Skillfulness
- Intellectual Ability as the Repertoire of Cognitive Skills
- Intellectual Ability and Metacognitive Skillfulness
- Intellectual Ability
- Learning Environments
- Metacognitive Skills
- Learning Performance
- Statistical Procedures
- RESULTS
- DISCUSSION
- Chapter 13 AN INTERVIEW WITH JOHN FLAVELL
- INDEX
- Blank Page.
- Notes:
- Description based upon print version of record.
- ISBN:
- 1-60692-492-3
- 1-60741-927-0
- OCLC:
- 844071198
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