- John Dunlosky - Kent State University, USA
- Janet Metcalfe - Columbia University, USA
Cognitive Psychology | Learning & Cognition
Metacognition is the first textbook to focus on people's extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology.
Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries currently on the cutting-edge of research.
- Emphasizes the practical relevance of theory and research in metacognition to learning with the use of "Application" boxes
- Introduces students to important questions that have yet to be answered by the metacognitive research literature with the inclusion of "Mystery" boxes
- Provides three easy-to-conduct demonstrations (e.g., tip-of-the-tongue experience, delayed-judgment-of-learning effect, etc.) that students can try themselves
- Offers brief biographies that introduce students to some of the most influential leaders in metacognition
- Includes a general summary at the end of each chapte
This text is an ideal resource for undergraduate cognitive psychology students. It also serves as comprehensive handbook for more advanced students and psychological scientists engaged in the study of metacognitive processes.
This is a thorough, and at times demanding, account of issues in metacognitive research. Not suited to an undergraduate readership, it would be an effective resource for postgraduate students or teachers with a developed interest in metacognition.
Excellent book that explains a difficult concept (Metacognition) very clearly. Good book as a reference for students
A useful and insightful text for anyone interested in the study of learning awareness.
Theoretical models and framework provides some stimulating debate and provokes cognitive conceptual challenges. Readers may choose to work through the book from front to back, but would also find it effective in going straight to chapters of interest.
Recommended as an essential text for Psychology and Educational researchers
Aspects of this book will be useful to students on the psychology of learning and teaching module. The section on applications of theory to practice is particulalry welcome.
The content of the book seems high level for my undergraduate students who take "Self-regulated learning" course.
This book will be very useful for our level 7 students