Metacognition in educational theory and practice / edited by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser

Includes bibliographical references and indexes

Definitions and empirical foundations / Douglas J. Hacker -- Verbalization and problem solving / Roger L. Dominowski -- Smart problem solving : how metacognition helps / Janet E. Davidson and Robert J. Sternberg -- Metacognition in mathematics from a constructivist perspective / Martha Carr and Barry Biddlecomb -- Knowing how to write : metacognition and writing instruction / Barbara M. Sitko -- Test predictions over text material / Ruth H. Maki -- Influence of knowledge activation and context on comprehension monitoring of science texts / José Otero -- Self-regulated comprehension during normal reading / Douglas J. Hacker -- Metacognition, childhood bilingualism, and reading / Georgia Earnest García, Robert T. Jímenez, and P. David Pearson -- Impaired awareness of deficits in a psychiatric context : implications for rehabilitation / Susan M. McGlynn -- Training programs to improve learning in later adulthood : helping older adults educate themselves / John Dunlosky and Christopher Hertzog -- Studying as self-regulated learning / Philip H. Winne and Allyson F. Hadwin -- SMART environments that support monitoring, reflection, and revision / Nancy J. Vye [and others] -- The metacognition of college studentship : a grounded theory approach / Michael Pressley [and others] -- Linking metacognitive theory to education / John Dunlosky

Metacognition in Educational Theory and Practice presents the most current perspectives on the role of metacognition in diverse, educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognition processes during instruction, more durable and transferable learning can be achieved. That is a major thesis of this volume