Learn about new methods for investigating metamemory and read about the latest developments in the field
Metamemory is ubiquitous in everyday life: We are confronted with what we know about our own learning and memory processes and how we assess and regulate these processes on a daily basis. The research collated here explores new methods for the study of metamemory (computational neuroimaging, verbal reports as data, and time-based measures) and addresses current and emerging research questions that advance our understanding of the basis, validity, and consequences of metamemory. It indicates links between metamemory and other related concepts, suggests how different perspectives on metamemory may be integrated, and identifies gaps in our knowledge about memory that deserve attention in future research. These new directions are made possible through the knowledge gained from diverse disciplines, including cognitive psychology, developmental psychology, educational psychology, and neuroscience.
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Verlagsort
Zielgruppe
Für Beruf und Forschung
Researchers, teachers, and students concerned with the latest
developments in metamemory.
Produkt-Hinweis
Maße
Höhe: 27.7 cm
Breite: 21 cm
Gewicht
ISBN-13
978-0-88937-581-9 (9780889375819)
DOI
Schweitzer Klassifikation
Monika Undorf; PhD; Mannheim, Germany.
Vered Halamish; PhD; Ramat Gan, Israel.
Editorial
New Methods and Questions in Metamemory Research
Monika Undorf and Vered Halamish
Review Article
Toward a Neurocognitive Understanding of the Algorithms That Underlie Metamemory Judgments
Timothy Kelley, Michael J. Serra, and Tyler Davis
Original Articles
Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children
Sonja Kalin and Claudia M. Roebers
Experience Matters. Effects of (In)Congruent Prompts About Word Frequency on Judgments of Learning
Pedro S. Mendes, Karlos Luna, and Pedro B. Albuquerque
Learning From (Test) Experience. Testing Without Feedback Promotes Metacognitive Sensitivity to Near-Perfect Recognition Memory
Evan E. Mitton and Chris M. Fiacconi
Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm
Eylul Tekin and Henry L. Roediger III
Research Spotlights
The Language of Recollection in Support of Recognition Memory Decisions
Ian G. Dobbins and Justin Kantner
Louder=Larger=Clearer. Examining the Consistency of Metamemory Illusions.
Beatrice G. Kuhlmann, David J. Frank, and Daniel Danner
Opinion
Responsible Remembering. How Metacognition Impacts Adaptive Selective Memory.
Dillon H. Murphy and Alan D. Castel
Do Learners Spontaneously Monitor Their Memory? The Gap Between Educational-Developmental and Cognitive-Experimental Research
Vered Halamish and Monika Undorf
