| Description |
1 online resource (vi, 241 pages) : illustrations |
| Contents |
META-COGNITION: A RECENT REVIEW OF RESEARCH, THEORY AND PERSPECTIVES ; NOTICE TO THE READER ; CONTENTS ; INTRODUCTION ; METACOGNITIVE SKILLS OF THE GIFTED FROM A CROSS-CULTURAL PERSPECTIVE ; ABSTRACT; 1.1. INTRODUCTION; 1.2. High Ability; 1.3. Metacognition ; 1.4. Cultural Orientations and Influences ; 1.5. Interrelation between High Ability, Metacognitive Skills, and Performance ; 1.6. Research Questions; 2. METHOD; 2.1. Sample; 2.2. Intellectual Ability ; 2.3. School Performance; 2.4. Metacognitive Skillfulness ; 2.5. Information on Individual Background; 3. RESULTS |
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3.1. Cross-cultural Differences regarding Metacognitive Skill Scores 3.2. Differences in Quantity and Distribution of Metacognitive Skill Scores; 3.3. Interrelationship between High Abilities, Metacognitive Skills and School-Performance ; 4. CONCLUSION AND DISCUSSION; SUGGESTIONS FOR FUTURE RESEARCH ; REFERENCES; METACOGNITION -- A PSYCHOPHYSIOLOGICAL PERSPECTIVE ; ABSTRACT; DEFINITIONS ; METACOGNITIVE RESEARCH; METHODS AND TECHNIQUES USED IN ANALYZING METACOGNITION; PILOT STUDY 1 ; PILOT STUDY 2; CONCLUSION ; REFERENCES |
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STEGOSAURUS AND SPOONBILLS: MECHANISMS FOR TRANSFER ACROSS BIOLOGICAL DOMAINS ABSTRACT; EXPERTISE; TRANSFER OF EXPERTISE; FACTORS THAT FACILITATE TRANSFER; EXPLORING TRANSFER BETWEEN BIOLOGICAL DOMAINS: THE CASE OF REFERENTIAL COMMUNICATION ; AN INTEGRATION AND SUGGESTIONS FOR FUTURE RESEARCH; ACKNOWLEDGEMENTS; REFERENCES; TO BE OR NOT 2 BEE: AN EXAMINATION OF BREAKING SET ; ABSTRACT; INTRODUCTION; SIGNIFICANCE OF THE STUDY; METHOD; RESULTS OF THE RESEARCH STUDY; REFERENCES ; METACOGNITION IN THE GIFTED: CONNECTIONS TO EXPERTISE ; ABSTRACT; CHARACTERISTICS OF EXPERTISE |
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HOW IMPORTANT IS METACOGNITION FOR EXPERTISE? METACOGNITION, GIFTEDNESS, AND EXPERTISE; DECLARATIVE METACOGNITION; METACOGNITIVE MONITORING; STRATEGY USE AND TRANSFER; CONCLUSION; REFERENCES; MARGINALIA AS A METACOGNITIVE STRATEGY; ABSTRACT; HISTORICAL PERSPECTIVE; RESEARCH PERSPECTIVE; THE "MARGINAL THINKING" TYPOLOGY; INTRODUCING MARGINAL THINKING TO STUDENTS; MARGINAL THINKING AS AN INSTRUCTIONAL STRATEGY; CONCLUSION ; REFERENCES; SELF-AWARENESS AND SELF-MAPPING OF COGNITIVE PROCESSES FROM EARLY CHILDHOOD TO ADOLESCENCE; ABSTRACT; THE ARCHITECTURE OF THE HUMAN MIND |
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STUDY ONE: AWARENESS OF COGNITIVE PROCESSES IN EARLY CHILDHOODSTUDY TWO: AWARENESS OF COGNITIVE PROCESSES IN ADOLESCENCE ; CONCLUSIONS; ACKNOWLEDGEMENT; REFERENCES; EPISTEMIC DEVELOPMENT AND THE PERILS OF PLUTO; ABSTRACT; THE PERILS OF PLUTO; EPISTEMIC DEVELOPMENT IN CHILDHOOD; EPISTEMIC DEVELOPMENT IN ADOLESCENCE AND BEYOND; THE EPISTEMOLOGY OF HISTORY; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; METACOGNITIVE MULTICULTURAL EDUCATION; ABSTRACT; INTRODUCTION; BACKGROUND; TRANSPOSING "PROTECTING OUR MINDS" WITH EXPOSING THEIR MINDS ; CONCLUSION ; REFERENCES |
| Subject |
Metacognition.
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Psychology.
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psychology.
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PSYCHOLOGY -- Cognitive Psychology.
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SCIENCE -- Cognitive Science.
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Metacognition
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Psychology
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| Form |
Electronic book
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| Author |
Shaughnessy, Michael F.
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Veenman, Marcel.
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Kleyn-Kennedy, Cynthia.
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| ISBN |
9781606924921 |
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1606924923 |
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