This volume 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 book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students.

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 metacognitive processes during instruction, more durable and transferable learning can be achieved.

chapter 1|24 pages

Definitions and Empirical Foundations

ByDouglas J. Hacker

chapter 2|22 pages

Verbalization and Problem Solving

ByRoger L. Dominowski

chapter 3|22 pages

Smart Problem Solving: How Metacognition Helps

ByJanet E. Davidson, Robert J. Sternberg

chapter 6|28 pages

Test Predictions Over Text Material

ByRuth H Maki

chapter 8|28 pages

Self-Regulated Comprehension During Normal Reading

ByDouglas J. Hacker

chapter 9|28 pages

Metacognition, Childhood Bilingualism, and Reading

ByGeorgia Earnest Garcia, Robert T. Jimenez, P. David Pearson

chapter 11|28 pages

Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves

ByJohn Dunlosky, Christopher Hertzog

chapter 12|28 pages

Studying as Self-Regulated Learning

ByPhilip H. Winne, Allyson E Hadwin

chapter 14|20 pages

The Metacognition of College Studentship: A Grounded Theory Approach

ByMichael Pressley, Shawn Van Etten, Linda Yokoi, Geoffrey Freebem, Peggy Van Meter