MARC Record from marc_columbia

LEADER: 03885fam a2200421 a 4500
001 2131960
005 20220615212130.0
008 970925s1998 njua b 001 0 eng
010 $a 97038586
020 $a0805824812 (cloth : alk. paper)
020 $z0804824820 (pbk. : alk. paper)
035 $a(OCoLC)37748500
035 $a(OCoLC)ocm37748500
035 $9ANH3815CU
035 $a(NNC)2131960
035 $a2131960
040 $aDLC$cDLC$dDLC$dNNC$dOrLoB-B
043 $an-us---
050 00 $aLB1067$b.M425 1998
082 00 $a370.15/2$221
245 00 $aMetacognition in educational theory and practice /$cedited by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser.
260 $aMahwah, N.J. :$bL. Erlbaum Associates,$c1998.
300 $axiv, 407 pages :$billustrations ;$c24 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
490 1 $aEducational psychology
504 $aIncludes bibliographical references and indexes.
505 00 $tForeword: Metacognitive Food for Thought in Educational Theory and Practice /$rThomas O. Nelson --$g1.$tDefinitions and Empirical Foundations /$rDouglas J. Hacker --$g2.$tVerbalization and Problem Solving /$rRoger L. Dominowski --$g3.$tSmart Problem Solving: How Metacognition Helps /$rJanet E. Davidson and Robert J. Sternberg --$g4.$tMetacognition in Mathematics From a Constructivist Perspective /$rMartha Carr and Barry Biddlecomb --$g5.$tKnowing How to Write: Metacognition and Writing Instruction /$rBarbara M. Sitko --$g6.$tTest Predictions Over Text Material /$rRuth H. Maki --$g7.$tInfluence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts /$rJose Otero --$g8.$tSelf-Regulated Comprehension During Normal Reading /$rDouglas J. Hacker --$g9.$tMetacognition, Childhood Bilingualism, and Reading /$rGeorgia Earnest Garcia, Robert T. Jimenez and P. David Pearson --
505 80 $g10.$tImpaired Awareness of Deficits in a Psychiatric Context: Implications for Rehabilitation /$rSusan M. McGlynn --$g11.$tTraining Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves /$rJohn Dunlosky and Christopher Hertzog --$g12.$tStudying as Self-Regulated Learning /$rPhilip H. Winne and Allyson F. Hadwin --$g13.$tSMART Environments That Support Monitoring, Reflection, and Revision /$rNancy J. Vye, Daniel L. Schwartz and John D. Bransford [et al.] --$g14.$tThe Metacognition of College Studentship: A Grounded Theory Approach /$rMichael Pressley, Shawn Van Etten and Linda Yokoi [et al.] --$tEpilogue: Linking Metacognitive Theory to Education /$rJohn Dunlosky.
520 $aMetacognition 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.
520 8 $aThe 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.
650 0 $aCognitive learning$zUnited States.
650 0 $aMetacognition.$0http://id.loc.gov/authorities/subjects/sh85084024
700 1 $aHacker, Douglas J.$0http://id.loc.gov/authorities/names/n97097705
700 1 $aDunlosky, John.$0http://id.loc.gov/authorities/names/n97097707
700 1 $aGraesser, Arthur C.$0http://id.loc.gov/authorities/names/n81001912
830 0 $aEducational psychology.
852 00 $bsci$hLB1067$i.M425 1998