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APA PsycArticles This link opens in a new windowThis esteemed collection from the foremost publisher in psychology provides access to the full spectrum of research in the field - from cutting-edge research, to the historical underpinnings of the behavioral and social sciences. It also includes all American Psychological Association published scholarly journals, many from Volume 1, Issue 1.
Academic Search Complete This link opens in a new windowAcademic Search Complete, designed specifically for academic institutions, is the world's most valuable and comprehensive scholarly, multi-disciplinary full-text database, with more than 5,300 full-text periodicals, including 4,400 peer-reviewed journals. In addition to full text, this database offers indexing and abstracts for more than 9,300 journals and a total of 10,900 publications including monographs, reports, conference proceedings, etc. The database features PDF content going back as far as 1865, with the majority of full text titles in native (searchable) PDF format.
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Emotional Disorders and Metacognition by The clinical experience of cognitive therapies is adding to the understanding of emotional disorders. Based on clinical experience and evidence, this groundbreaking book represents a development of cognitive therapy through the concept of metacognition. It provides guidelines for innovative treatments of emotional disorders and goes on to offer conceptual arguments for the future development of cognitive therapy. Offers a new concept in cognitive therapy and guidelines for innovative treatment. Clinically grounded, based on a thorough understanding of cognitive therapies in practice. Written by a recognized authority and established author.
Publication Date: 2002-08-16
Thinking and Seeing: Visual Metacognition in Adults and Children by Experimental research has shown that people miss apparently obvious visual discontinuities -- a phenomenon known as "change blindness." For example, in one experiment, subjects watching a brief film of a conversation between two actors did not notice that in some shots one actor appeared wearing a large, colorful scarf and in other shots she wore no scarf; in another experiment, subjects did not even notice when one actor was replaced by another between shots. Moreover, when told what they had missed, many subjects were incredulous, and occasionally even insisted that the film they had seen had not included anything unusual ("change blindness blindness"). This kind of conflict between actual and presumed cognitive functioning has been analyzed in other areas of metacognition; the contributors to Thinking and Seeing explore the implications for vision, which have remained largely unexamined. Doing so, they make important connections among diverse areas in cognitive science and provide a starting point for new research on how people think about seeing.Demonstrating the interdisciplinary nature of the work in this field, the contributors draw on developing theories of the mind to explore the foundations of metacognitive understanding in children and metacognition errors by adults; on traditional metacognition research to analyze potential connections between research on problem solving and vision; on research in folk psychology and concepts to examine "the illusion of explanatory depth" and how systematic our understanding of seeing is; and on an understanding of the relationship between consciousness and cognitive control of ongoing tasks.
Publication Date: 2004-06-11
Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation by Co-published in association with Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third--These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book. What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect. The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom's Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students' mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers. She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture. This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
Publication Date: 2015-10-14
The Philosophy of Metacognition by Does metacognition, i.e. the capacity to form epistemic self-evaluations about one's current cognitive performance, derive from a mindreading capacity, or does it rely, at least in part, on sui generis informational processes? In The Philosophy of Metacognition Joelle Proust provides apowerful defense of the second position. Drawing on discussions of empirical evidence from comparative, developmental, and experimental psychology, as well as from neuroscience, and on conceptual analyses, she purports to show that, in contrast with analytic metacognition, procedural metacognitiondoes not need to involve metarepresentations. Procedural metacognition seems to be available to some non-humans (some primates and rodents). Proust further claims that metacognition is essentially related to mental agency, i.e. cognitive control and monitoring. "Self-probing" is equivalent to a self-addressed question about the feasibility of a mental action ("Am I able to remember this word?"). "Post-evaluating" is a way of askingoneself whether a given mental action has been successfully completed ("Is this word the one I was looking for?"). Neither question need be articulated conceptually for a feeling of knowing or of being right to be generated, or to drive epistemic control. Various issues raised by the contrast of aprocedural, experience-based metacognition, with an analytic, concept-based metacognition are explored, such as whether each is expressed in a different representational format, their sensitivity to different epistemic norms, and the existence of a variety of types of epistemic acceptance.
Call Number: Polk/Lakeland Circulation (BF311 .P755 2013)
Publication Date: 2014-01-28
Metacognition in the Primary Classroom by Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don#65533;t understand the what, the why and the how?#65533; This practical guide#65533;explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement.#65533; In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be in a better position to take actions in order to improve and to be able to learn best. An appendix of useful resources is also included, which offers a range of activities surrounding the language of learning, reflection and metacognition, as well essential advice on how to develop metacognition in the early years (4-8), middle years (8-10), and upper years (10-13). Metacognition in the Primary Classroom#65533;demonstrates how important it is for children to be well-enough informed to play an active role in learning better. Having the language skills to talk about your learning, and the opportunity to share ideas and strategies with others, enables all concerned to explore and develop approaches in order to learn better. This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning.
Call Number: Polk/Lakeland Circulation (LB1062 .T377 2016)
Publication Date: 2016-01-21
How We Think and Learn: theoretical perspectives and practical implications by Written in a conversational and engaging manner, How We Think and Learn introduces readers to basic principles and research findings regarding human cognition and memory. It also highlights and debunks twenty-eight common misconceptions about thinking, learning, and the brain. Interspersed throughout the book are many short do-it-yourself exercises in which readers can observe key principles in their own thinking and learning. All ten chapters end with concrete recommendations - both for readers' own learning and for teaching and working effectively with others. As an accomplished researcher and writer, Jeanne Ellis Ormrod gives us a book that is not only highly informative but also a delight to read.
Call Number: Polk/Lakeland Circulation (LB1060 .O74 2017)
Publication Date: 2017-02-13
Positively Smarter by Positively Smarter brings together seven principles for connecting the science of neuroplasticity to practical strategies for enhancing the synergy of happiness, achievement, and physical well-being. Moving beyond common myths, the text builds an evidence-based paradigm to empower readers to take practical steps to move forward. Brings together current research on cognitive psychology, education (learning), and implications of neuroscience to suggest powerful ways to enhance the kind of cognitive function and productivity that leads to happiness and success Applies implications of current research showing that happiness is a skill and that positive affect can lead to higher levels of creative problem solving, productivity, achievement, and well-being Shares research and strategies for supporting physical activity and nutrition that may enhance neuroplasticity, cognitive performance, and positive affect Puts learners first and then brings in the science, presenting creative or adaptive strategies that can be applied in the real world Includes action assessments to guide readers in taking concrete steps to achieve the goals they set for themselves Identifies deeply held assumptions that innate talent, genes, socioeconomic status, and ethnicity mean that a significant percentage of the population lacks the neurocognitive potential to achieve at higher levels Draws on the authors research from a broad range of fields in order to maximize the positive impact of a synergistic approach
Call Number: Polk/Lakeland Circulation (BF575.H27 C663 2015)
Publication Date: 2015-07-20
Selected Journal Articles
Murayama, K., Blake, A. B., Kerr, T., & Castel, A. D. (2016). When enough is not enough: Information overload and metacognitive decisions to stop studying information. Journal Of Experimental Psychology: Learning, Memory, And Cognition, 42(6), 914-
Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study. Journal Of Educational Psychology, 107(4), 954-970. doi: