A Textbook for Cognitive, Educational, Lifespan and Applied Psychology
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Metacognition by John Dunlosky
Book DescriptionMetacognition refers to the monitoring of one's own thought processes and one's existing state of knowledge and this textbook overviews the topic and its applications with regard to the needs of students of psychology, education and educational psychology. Easy-to-conduct demonstrations are included for students to try for themselves as vivid illustrations of the course material and biographies introduce students to some of the most influential leaders in metacognition.
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Book DetailsISBN: 9781412939720
(229mm x 152mm x 20mm)
Imprint: SAGE Publications Inc
Publisher: SAGE Publications Inc
Publish Date: 14-Oct-2008
Country of Publication: United States
Books By Author John Dunlosky
Oxford Handbook of Metamemory, Hardback (June 2016)
The Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes.
Handbook of Metacognition in Education, Paperback (July 2009)
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this Handbook of focused and in-depth discussions from leading scholars in the field sets the standard in scholarship for theoretical research and practical usage in this field.
Handbook of Metamemory and Memory, Hardback (May 2008)
Examines the interplay between metamemory and memory. This handbook discusses cutting-edge theory and research that, in some way, showcases the symbiotic relationship between metamemory and memory. It supports a central thesis that a complete understanding of either metamemory or memory is not possible without investigating their mutual influence.
Metacognition in Educational Theory and Practice, Paperback (April 1998)» View all books by John Dunlosky
This volume describes the recent research that has examined specific theoretical aspects of metacognition in domains of direct relevance to education. It shows that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.
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Author Biography - John Dunlosky
John Dunlosky is Associate Professor of Psychology at Kent State University. He received his Ph.D. in cognitive psychology from the University of Washington in 1993. He has been extensively involved in metacogntive research, both theoretical and applied, for over 15 years and has written journal articles and book chapters and has edited monographic volumes on the topic, including Hacker, Dunlosky, and Graesser's Metacognition in Educational Theory and Practice (LEA, 1998). He has worked with grants from the Department of Education, the National Institute on Aging, and elsewhere on applied cognitive research and applying metacognition to learning. He is on the editorial board of the newly established journal Metacognition and Learning. Janet Metcalfe is Professor of Psychology and of Neurobiology and Behavior at Columbia University. She has been extensively involved in metacognitive research, both theoretical and applied, for over 15 years and has written journal articles and book chapters and has edited monographic volumes on the topic, including Metcalfe and Shimamura's Metacognition: Knowing about Knowing (MIT, 1994). She is on the editorial board of the newly established journal Metacognition and Learning.
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