Metacognition : theory, performance and current research / Julianna Benson, editor.

Format:

Book

Contributor:

Benson, Julianna, editor.

Series:

Perspectives on cognitive psychology.

Perspectives on Cognitive Psychology

Language:

English

Subjects (All):

Metacognition.

Physical Description:

1 online resource (171 p.)

Place of Publication:

New York : Nova, 2016.

Summary:

The development of metacognitive skills in the human mind has been and is still a great challenge in cognitive psychology. This book provides current research on the theories and performance of metacognition. Chapter One analyzes the nature of metacognition conceptually with respect to its relationship to cognition. Chapter Two studies metacognition and cognitive flexibility in the transfer of learning. Chapter Three focuses on metacognition, self-regulation and feedback for object-oriented programming problem-solving. Chapter Four discusses a learning integrated approach to developing metacognition in school. Chapter Five highlights strategies which can be used to develop metacognition in classical dance classes. Chapter Six investigates the effectiveness of reciprocal and self-check teaching style in promoting metacognition in physical education classes.

Contents:

METACOGNITION: THEORY, PERFORMANCE AND CURRENT RESEARCH; METACOGNITION: THEORY, PERFORMANCE AND CURRENT RESEARCH; Library of Congress Cataloging-in-Publication Data; CONTENTS; PREFACE; Chapter 1: CONCEPTUAL ANALYSIS OF THE RELATIONSHIP BETWEEN COGNITION AND METACOGNITION; ABSTRACT; INTRODUCTION; DUAL-PROCESS THEORY OF COGNITION; COGNITION AND METACOGNITION; CONCLUSION; REFERENCES; Chapter 2: METACOGNITION AND COGNITIVE FLEXIBILITY IN TRANSFER OF LEARNING; ABSTRACT; INTRODUCTION; 1. TRANSFER OF LEARNING AS STRATEGY TRANSFER; 1.1. Cognitive Strategies: Procedures and Context

1.2. Empirical Studies on Strategy Transfer in Children1.3. Metacognition and Strategy Transfer in Children; 1.4. Strategy Transfer and Flexibility; 2. TRANSFER OF LEARNING AS ANALOGICAL TRANSFER: THE ROLE OF SEMANTIC ENCODINGS OF BOTH LEARNED AND NOVEL SITUATIONS; 2.1. How Semantic Content Affects Interpretation andStrategy Use; 2.2. How Semantic Content Affects Analogical Transfer; 2.3. Semantic Recoding as the Expression of Cognitive Flexibility; 2.4. How to Promote Transfer of Learning; 2.4.1. Failures in the Learning Session Promote Spontaneous Transfer

2.4.2. Fostering Cognitive Flexibility to Promote Transfer3. LINKING METACOGNITION ANDFLEXIBILITY IN TRANSFER; REFERENCES; BIOGRAPHICAL SKETCHES; Jérôme Clerc; Evelyne Clément; Chapter 3: METACOGNITION, SELF-REGULATION AND FEEDBACK FOR OBJECT-ORIENTED PROGRAMMING PROBLEM-SOLVING; ABSTRACT; INTRODUCTION; 1. METACOGNITION, SELF-REGULATION,AND LEARNING IMPROVEMENTS; 2. METACOGNITION AND FEEDBACK; 2.1. Instruments That Facilitate Feedback; 3. OBJECT-ORIENTED PROGRAMMING(OOP) PROBLEM-SOLVING; 3.1. Metacognition and Collaborative Learning in the Learningof Object-Oriented Programming (OOP)

3.2. Computer Supported Collaborative Learning (CSCL)3.3. Computer-Based Learning Environments (CBLE); 4. METACOGNITION, FEEDBACK, AND THEPROGRAMMING LANGUAGE; METHODS; Participants; Procedural; Instruments; Data Analysis; RESULTS; CONCLUSION; Limitations of This Study; ACKNOWLEDGMENTS; REFERENCES; APPENDIX; BIOGRAPHICAL SKETCH; Chapter 4: DEVELOPING METACOGNITION AT SCHOOL: A LEARNING INTEGRATED APPROACH; ABSTRACT; INTRODUCTION; Metacognition for Learning to Learn; Metacognition, Learning to Learn and Digital Competence: The Sailboat Metaphor; Embracing Metacognitive Teaching

Activating MetacognitionTHE PROJECT; The Context; "RECORDS": A NON-INTEGRATED APPROACH; The Project Genesis; Overcoming the Problems at the End of the First Year:A New Asset; SMARTDOC: AN INTEGRATED APPROACH; Smartdoc's Evolution; Results at the End of the Third Year; DISCUSSION; CONCLUSION; REFERENCES; BIOGRAPHICAL SKETCH; Chapter 5: DEVELOPING STUDENTS METACOGNITIVE AWARENESS WITHIN CLASSICAL DANCE; ABSTRACT; INTRODUCTION; DEVELOPMENT STRATEGIES OF METACOGNITIONIN DANCE; RECIPROCAL AND SELF-CHECK TEACHING STYLE; Focusing Attention; Setting Goals; Mental Imagery; Effective Questioning

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Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-63485-583-3