Metacognition, Motivation, and Understanding
Description
Originally published in 1987, Metacognition, Motivation, and Understanding brought together thinking about these three approaches to learning; attempting to integrate each field of developmental research with respect to its theoretical base and results.
The book discusses the integration of metacognition, motivation, and understanding as key factors in effective learning and cognitive development. It highlights the complexity of learning processes and the need for a comprehensive understanding of individual differences in learning effectiveness. The volume was based on a symposium aimed at bridging research on these interrelated fields to enhance educational strategies. The contributors were considered to be experts in their field. The research reported here was important for the elaboration of theories of cognitive development at the time and had consequences for educational strategies and related applied problems. Today it can be read in its historical context.
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Persons
Franz E. Weinert (1930-2001) was, at the time of original publication, based at the Max-Planck Institute for Psychological Research, Munich, Germany, where he was a founding director and had established a comprehensive program of cognitive and developmental psychological research.
Rainer H. Kluwe is a German Psychologist, former head of the Institute for Cognitive Research at the Helmut-Schmidt-University Hamburg. From 1978 to 1979 he joined Professor John Flavell as Research Fellow at Stanford University, Department of Psychology (supported by Foundation VW). In 1989 he was Visiting Professor at the Department of Psychology, Oxford University, Fellow Wolfson College. In 2002 he was granted a Nato Expert Visit Award, Schewtschenko University of Kiev. He was Scientific Advisor for the German Israeli Foundation for scientific research and development in 2003; President of the German Psychological Society (1998-2000); Chairman Wilhelm-Wundt Society (2003-2008). His research focuses on knowledge and problem-solving, metacognition and executive control.
Content
Contributors. Preface. Introduction and Overview: Metacognition and Motivation as Determinants of Effective Learning and Understanding Franz E. Weinert Part I: Metacognition 1. Speculations About the Nature and Development of Metacognition John H. Flavell 2. Executive Decisions and Regulation of Problem Solving Behavior Rainer H. Kluwe 3. Metacognition, Executive Control, Self-Regulation and Other More Mysterious Mechanisms Ann Brown 4. Metacognitive Components of Instructional Research with Problem Learners Joseph C. Campione Part II: Motivation and Attribution Style 5. Causal Attribution Patterns for Achievement Outcomes: Individual Differences, Possible Types and Their Origins Heinz Heckhausen 6. Helplessness and Attributional Style in Depression Christopher Peterson and Martin E. P. Seligman 7. Feeling versus Being Helpless: Metacognitive Mediation of Failure-Induced Performance Deficits Julius Kuhl Part III: Understanding and Learning 8. Representing Knowledge and Metaknowledge: Implications for Interpreting Metamemory Research Michelene T. H. Chi 9. Aptitudes for Learning and Cognitive Processes Robert Glaser and James W. Pellegrino 10. Processes and Development of Understanding James Greeno and Mary S. Riley. Author Index. Subject Index.