UID:
almafu_9960030951102883
Format:
1 online resource (330 p.)
ISBN:
1-4832-6290-1
Content:
Metacognition, Cognition, and Human Performance, Volume 2: Instructional Practices is a collection of papers that deals with applied settings that develop and test instructional programs in the field of education. The book discusses some insights in understanding the processes involved in writing and reading. The text defines metacognition - as a mental function and the directing of this function - and reading, as well as the structure of narratives. One paper proposes a model for cognitive monitoring and early reading by developing for children three knowledge domains: function of print, for
Note:
Description based upon print version of record.
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Front Cover; Instructional Practices; Copyright Page; Table of Contents; Contributors; Preface; Contents of Volume 1; Chapter 1. Metacognitive Processes: Reading and Writing Narrative Discourse; Overview; Metacognition; Metacognition and Reading: Metacomprehension; The Structure of Narratives; Effects of Training in the Use of Story Structure as a Metatextual Aid to Reading; Related Theory and Research in Writing; Knowledge and Use of Structural Elements in Writing; Effects of Instruction in Story Elements on Reading Comprehension and Writing; Conclusions
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Implications for Educational PracticeAppendix; References; Chapter 2. Cognitive Monitoring and Early Reading: A Proposed Model; Introduction; Three Hazards to the Study of Early Reading; A Theoretical Perspective of Early Reading; Two Tests of the Model; Conclusion; References; Chapter 3. Metacognition, Instruction, and the Role of Questioning Activities; Overview; Introduction: The Intellectual Climate; Metacognition; Questioning as a Cognitive and Metacognitive Activity; Questioning within the Context of Cognitive and Metacognitive Development
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Questioning and Metacognition in Instructional SettingsSummary and Conclusions; References; Chapter 4. Metacognition and Learning Disabilities; Metacognition and Learning Disabilities; Clarification of Concepts; What Is the Relevance of Metacognitive Theory and Research to the Learning Disabilities Field?; Why Is the Learning Disabilities Field So Receptive to Metacognitive Theory?; Research on Selective Attention; Research on Memory Processes; What Is the Impact of Metacognitive Theory and Research on the Learning Disabilities Field?
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Impact of Research on Metacognitive Skills in Learning Disabled StudentsImpact on Learning Disabilities Remediation; Criticisms of a Metacognitive Perspective of Learning Disabilities; Future Directions; Epilogue; References; Chapter 5. Metacognition and Attention; Introduction; Changes in Attention during Development; Meta-attention concerning Attending to a Task and Ignoring Distractions; Meta-attention concerning Selectively Attending to Relevant Stimuli; Meta-attention concerning Visual Search; A Classification System for Variables Affecting Attention
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Theoretical Frameworks for Meta-attentionApplications; Critique of Methods; Concluding Comments and Directions for Future Research; References; Chapter 6. Cognitive Self-Regulatory Training for Underachieving Children; Introduction; Research concerning the Nonacademic Cognitive Behavior of Underachieves; Metacognitive Deficits; Metacognitive Training Interventions; Conclusions: Self-Regulatory Interventions with Academically Deficient Children; References; Chapter 7. Children's Ability to Cope with Failure: Implications of a Metacognitive Approach for the Classroom; Introduction
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Learned Helplessness and Metacognition
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English
Additional Edition:
ISBN 1-322-30260-X
Additional Edition:
ISBN 0-12-262302-9
Language:
English
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