Lisa Son / ANDRE VANDIERENDONCK (eds.)

Bridging Cognitive Science and Education

Learning, Memory and Metacognition: A Special Issue of the European Journal of Cognitive Psychology
Herausgeber: Son, Lisa; Vandierendonck, Andre

• Gebundenes Buch

Produktbeschreibung

The fields of cognitive science and education have worked hard to discover effective principles of learning with the goal of improving educational achievement. And although each has made significant advances, there has been, until today, a gap between the two disciplines. This special issue brings together researchers aiming to bridge laboratory data with real world learning practices, each providing recent and crucial information concerning the improvement of learning. The readings will allow both researchers and educators to understand strategies that would most benefit students by improving learning as well as the ability of learning to learn - or what has been defined as metacognition.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 296
• Erscheinungstermin: 1. November 2007
• Englisch
• Abmessung: 240mm x 160mm x 18mm
• Gewicht: 576g
• ISBN-13: 9781841698359
• ISBN-10: 1841698350
• Artikelnr.: 22997832

Autorenporträt

Lisa Son is at Barnard College, New York. André Vandierendonck is at Ghent University, Belgium.

Inhaltsangabe

L. Son
Editorial: A Metacognition Bridge. McDaniel
Anderson
Derbish
Morisette
Testing the Testing Effect in the Classroom. Butler
Roediger
Testing Improves Long-term Retention in a Simulated Classroom Setting. Kang
McDermott
Roediger
Test Format and Corrective Feedback Modify the Effect of Testing on Long-term Retention. Rawson
Dunlosky
Improving Students' Self-evaluation of Learning for Key Concepts in Textbook Materials. Carroll
Campbell-Ratcliffe
Murnane
Perfect
Retrieval-induced Forgetting in Educational Contexts: Monitoring
Expertise
Text Integration
and Test Format. Ballesteros
Reales
Garcia
The Effects of Selective Attention on Perceptual Priming and Explicit Recognition in Children with Attention Deficit and Normal Children. Meneghetti
De Beni
Cornoldi
Strategic Knowledge and Consistency in Students with Good and Poor Study Skills. Miesner
Maki
The Role of Test Anxiety on Absolute and Relative Metacomprehension Accuracy. De Bruin
Rikers
Schmidt
Improving Metacomprehension Accuracy and Self-regulation in Cognitive Skill Acquisition: The Effect of Learner Expertise. Kelemen
Winningham
Weaver
Repeated Testing Sessions and Scholastic Aptitude in College Students' Metacognitive Accuracy. Higham
Arnold
How Many Questions Should I Answer? Using Bias Profiles to Estimate Optimal Bias and Maximum Score on Formula-scored Tests. Metcalfe
Kornell
Son
A Cognitive-science Based Program to Enhance Study Efficacy in a High and Low-risk Setting.