By Douglas J. Hacker, John Dunlosky, Arthur C. Graesser
Supplying finished assurance of the theoretical bases of metacognition and its functions to academic perform, this compendium of centred and in-depth discussions from major students within the box: represents an intersection of schooling, cognitive technological know-how, and know-how; serves as a gateway to the literature for researchers and practitioners drawn to a number of of the big variety of subject matters incorporated; and units the traditional for scholarship for theoretical study and sensible functions during this box. The instruction manual of Metacognition in schooling — masking Comprehension innovations, Metacognitive suggestions, Metacomprehension, Writing, technological know-how and arithmetic, person changes, Self-Regulated studying, know-how, Tutoring, and size — is an important source for researchers, school, scholars, curriculum builders, academics, and others drawn to utilizing study and thought on metacognition to steer and tell academic perform.
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Additional info for Handbook of Metacognition in Education (Educational Psychology)
The other is currently centered on applications of metacognitive theory to instructional issues. Until recently, most of the second type of research has been focused on children at the fourth-grade level or older. Currently, there is some interest in looking at primary-level children. 28 Joanna P. Williams and J. Grant Atkins Theory of Mind: The Precursor of Metacognition The developmental progression of metacognition from awareness to regulation of cognitive processes is clear; after all, it is impossible to regulate something unless one first possesses it.
Realizing you don’t understand: Elementary school children’s awareness of inconsistencies. Child Development, 50, 643–655. McKeown, M. G. & Beck, I. L. (1994). Making sense of accounts of history: Why young students don’t and how they might. In G. Leinhardt, I. L. Beck, & K. ), Teaching and learning in history (pp. 1–26). Hillsdale, NJ: Erlbaum. , & Blake, R. (in press). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly.
Paul: We’re talking about Miata. Teacher: Good. The who is Miata. What about the what? Sonia. Sonia: She’s picking up the bread. Teacher: She’s picking up bread. Would that be the most important part of what we just read? Emily: No. Tonia: She was going to the woman’s house, the former mayor that her mother knew. Teacher: Okay. That I like. Tonia just said the what is that she’s going to the former mayor that her mother knows; the former mayor’s house that her mother knows, Dona Carmen, is what Sonia said.