Trends and Prospects in Metacognition Research

Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings. Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.

Table of Contents:
Developmental and Educational Implications of Metacognition.- Introduction: The Present and the Future in Metacognition.- Basic Research in Metacognition.- Metacognition in Nonhumans: Methodological and Theoretical Issues in Uncertainty Monitoring.- The Metacognitive Role of Familiarity in Artificial Grammar Learning: Transitions from Unconscious to Conscious Knowledge.- Fringe Consciousness: A Useful Framework for Clarifying the Nature of Experience-Based Metacognitive Feelings.- Further Insight into Cognitive and Metacognitive Processes of the Tip-of-the-Tongue State with an Amnesic Drug as Cognitive Tool.- Prospective Memory Failure and the Metacognitive Experienceof “Blank in the Mind”.- Metamemory in Schizophrenia: Monitoring or Control Deficit?.- The Realism in Children’s Metacognitive Judgments of Their Episodic Memory Performance.- Cognitive Interruption as an Object of Metacognitive Monitoring: Feeling of Difficulty and Surprise.- Tracking On-Line Metacognition: Monitoring and Regulating Comprehension in Reading.- Developmental and Educational Implications of Metacognition.- Metacognition in Young Children: Current Methodological and Theoretical Developments.- Metacognitive Development in Early Childhood: New Questions about Old Assumptions.- Children’s Metacognition and Theory of Mind: Bridging the Gap.- Self-Confidence and Academic Achievements in Primary-School Children: Their Relationships and Links to Parental Bonds, Intelligence, Age, and Gender.- Metacognition and Reading Comprehension: Age and Gender Differences.- Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students.- Metacognition and Spelling Performance in College Students.- Computer Use in a Primary School: A Case-Study of Self-Regulated Learning.-University Teachers Engaged in Critical Self-Regulation: How May They Influence Their Students?.- Metacognitive Knowledge of Decision-Making: An Explorative Study.

Review :
From the reviews: "This volume also explores a series of new phenomena, not normally considered in metacognition research.  These topics include chapters on the experience of having a “blank mind,” on “fringe consciousness,” and on “feelings of difficulty and surprise.”  These topics open new doors to metacognitive research.  This creativity of topics extends to the section on development and education.  Here, we find metacognition being linked to relationships of children to parents and metacognition in college professors.  Of course, we also find standard topics like judgments of learning and tip-of-the-tongue states.   But the addition of these novel topics should spur new research.  In sum, this is an excellent edited book and well worth the read." (Bennett L. Schwartz, Florida International University, 2010) "Those in search of a comprehensive, in-depth review of the conceptualization and underlying mechanisms of metacognition—the monitoring and control of cognition—need look no further than Trends and Prospects in Metacognition Research, edited by Anastasia Efklides and Plousia Misailida. With contributions from an international group of authors, the first section of the volume focuses on basic research—the nature and functioning of metacognition—and the second part on developmental and educational implications...This impressive volume describes the convergence of evidence from multiple disciplines, within multiple populations, and demonstrates the complexity of metacognition research. Despite familiarity with some content and issues, new insights are likely for researchers already immersed in the field. Those new to the topic are certain to be impressed and well informed by its scope and lucidly crafted chapters." (Stuart A. Karabenick,University of Michigan, 2010)