By Timothy J. Perfect, Bennett L. Schwartz
There's a starting to be theoretical and sensible curiosity within the subject of metacognition: how psychological processses are monitored and regulated. This examine overviews the connection among theories in metacognition and their real-world purposes. as well as a theoretical review, chapters hide metacognition in 3 components: schooling, daily life reminiscence and in diversified populations.
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Extra info for Applied Metacognition
1997). Remembering the grocery shopping list: a study on metacognitive biases. Applied Cognitive Psychology, 11, 253–267. , and Nelson, T. O. (1995). Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1263–1274. McWhirter, J. , McWhirter, B. , McWhirter, A. , and McWhirter, E. H. (1998). Educational interventions. In J. J. McWhirter, B. T. McWhirter, A. M. McWhirter, and E.
Thus, rather than focusing on what they were have problems learning, the participants tried to ensure that they knew the easier items. This is not simple discrepancy reduction because that view suggests that people will always choose items they know less well for more study, whereas Thiede and Dunlosky’s study suggests a more complex strategy was employed by participants. It seems that a different model – one that includes different factors, not just item difﬁculty – may ﬁt the data better. Thiede and Dunlosky proposed a model in which there is a higher order strategyselection stage, which allows the person to focus on whether it is more worthwhile to consolidate knowledge by focusing on easy items or to attempt new knowledge by focusing on difﬁcult items.
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