Overview
- Editors:
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Patrick Chambres
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Université Blaise Pascal, Clermont-Ferrand, France
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Marie Izaute
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Université Blaise Pascal, Clermont-Ferrand, France
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Pierre-Jean Marescaux
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Université Blaise Pascal, Clermont-Ferrand, France
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Table of contents (16 chapters)
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Is Metacognition a Diverse Domain?
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Front Matter
Pages xix-xix
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- Asher Koriat, Rachel Shitzer-Reichert
Pages 1-17
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- Chris J. A. Moulin, Timothy J. Perfect, Fiona Fitch
Pages 35-48
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- Charles A. Weaver III, William L. Kelemen
Pages 49-60
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What is Metacognition in Relation to Cognition?
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- Melanie Cary, Lynne M. Reder
Pages 63-77
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When and How is Metacognition Effective?
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Front Matter
Pages 103-103
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- Jean-François Rouet, Elsa Eme
Pages 121-133
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- Patrick Chambres, Delphine Bonin, Marie Izaute, Pierre-Jean Marescaux
Pages 153-168
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What Can Nonexperts in Metacognition Offer to Metacognitive Research?
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Front Matter
Pages 169-169
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- Zoltan Dienes, Josef Perner
Pages 171-189
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- Pierre-Jean Marescaux, Marie Izaute, Patrick Chambres
Pages 191-202
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- Nils Olsson, Peter Juslin
Pages 203-218
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- Florence V. Seemungal, Sarah V. Stevenage
Pages 219-231
About this book
New Theory and Data on Metacognitive Monitoring and Control in Different Contexts and by Different Individuals Thomas O. Nelson University ofMary/and. USA This book, divided into several sections (each containing several chapters), is timely in reporting new theory and data that help refine what is already known about metacognition (defined as people's cognitions about their own cognitions). New data are reported about metacognition during learning (especially judgments of learning that occur soon after studying new items) not only in traditionally examined people such as college students but also in children and in Alzheimer patients. Data are also reported about metacognitive monitoring during the reading of text, not only in college students but also in children. The above situations focus on the acquisition of new items from lists or from texts. However, the book also includes a chapter reporting dataaboutmetacognitionduring problem solving. Besides the chapters on monitoring information in anticipation of future performance (sometimes called prospective monitoring), a chapter is included that offers data about the metacognitive monitoring ofthe retrieval of information from memory, where the emphasis is on the accuracy of retrospective confidence judgments not only in adults but also in children. This topic is ofwidespread interest both in traditional domains ofcognitive psychology and in applications to domains such as forensics, where eyewitness reports are crucial tojudicial decisions. The above topics pertain to aspects ofmetacognition involving the monitoringof one's own cognitions.
