Book Description:
Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control."Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions, all emphasize the role of executive processes in the overseeing and regulation of cognitive processes. This new book presents the latest research in the field.

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Table of Contents:
Preface

The Importance of Cultivating A Meta-Discourse in Deliberate Support of Metacognition;pp. 1-22
(Stuart Rowlands, School of Mathematics & Statistics, Drake Circus,
Plymouth, Devon, PL)

Metacognition in Animals;pp. 23-41
(Michael J. Beran, Language Research Center, Georgia State Univ., Mariana V. C. Coutinho, Dept. of Psychology, State Univ. at BuffaloJustin J. Couchman, Joseph Boomer, David A. Washburn, Dept. of Psychology and Language Research Center, Georgia State Univ., J. David Smith, Dept. of Psychology, State Univ. at Buffalo)

Metacognition and Metamovement: Links between Cognition and Motor Function in Parkinson’s disease;pp. 43-58
(Johnson, A. M, Bachelor of Health Sciences Program, The Univ. of Western Ontario, Armieri, A., Health and rehabilitation Sciences, The Univ. of Western Ontario, Holmes, J. D., School of Occupational Therapy, The Univ. of Western Ontario, et al.)

Metacognition and Reactive/Regulative Aspects of Temperament in Obsessive-Compulsive Disorder;pp. 59-76
(E. Brunfaut, Anxiety and Depression Unit, Belgium, L. Claes, Faculty of Psychology and Educational Sciences, Research Group on Clinical Assessment and Psychopathology K. Demyttenaere, Faculty of Psychology and Educational Sciences, Centre for the Psychology of Learning and Experimental Psychopathology, et al.)

The Effect of Metamemory on Memory Performance: A Test of a Structural Model;pp. 77-94
(Isabelle Fort, Centre for Research on Psychology of Cognition, Language and Emotion (Psycle), Aix-Marseille Univ., Kamel Gana, Dept. of Psychology, Nancy, France)

Metacognitive Knowledge about Intelligence: The Multiple Intelligence and Entity/Incremental Theories According to Naive Conceptions; pp. 95-104
(Alessandro Antonietti, Manuela Cantoia and Francis Galli, Dept. of Psychology, Catholic Univ. of the Sacred Heart, Milano)

Curiosity and Metacognition;pp. 105-116
(Jordan A. Litman, Univ. of South Florida, Psychology Dept., St. Petersburg, Florida)

Social Metacognition in Groups: Benefits, Difficulties, Learning and Teaching;pp. 117-136
(Ming Ming Chiu, State Univ. of New York, Buffalo, Sze Wing Kuo, Chinese Univ. of Hong Kong)

The New Look in Metacognition: From Individual to Social, From Cognitiive to Affective;pp. 137-151
(Anastasia Efklides, Aristotle Univ. of Thessaloniki, Greece)

Using Structures and Open-Ended Procedures for Eliciting Data on Learners' Metacognitive Knowledge: A Qualitative Comparative Study; pp. 153-182
(Mia Victori, Angels Pinyana and Sarah Khan, University Autonoma de Barcelona. Spain)

Metacognition: Teacher Knowledge, Misconceptions, and Judgment of Relevance; pp. 183-202
(Nele McElvany, Max Planck Inst. for human Development, Berlin, Germany, Center for Educational Research)

Metacognition and Professional; Development of Secondary Education Science Teachers: a Case Study;pp. 203-222
(Carlos Banas, Ana Lopez, Secondary Education Science Teacher, Colegio OSCUS, Badajoz, Spain, Vicente Mellado, Constantino Ruiz, Dept. of Science and Mathematics Education, Faculty of Education, Univ. of Extremadura, Badajoz, Spain)

The Improvement of Students’ Self-Regulatory Behavior in Mathematics: The Impact of Mathematical Modeling;pp. 223-237
(Areti Panaoura, Frederick Univ., Nicosia, Cyprus)

Unawareness of Deficits in Alzheimer’s Disease through a Biopsychosocial Perspective;pp. 240-253
(Martina Amanzio, Diana M.E. Torta, Dept. of Psychology, Univ. of Turin, Italy)



Short Communications

Introspection, Meditation and Metacognition: How aware or Unaware of Myself can I Be?;pp. 256-263
(Stephen J. Gould, Baruch College, The City Univ. Of New York)


Index pp.265-281