Oxford Handbook of Metamemory

Erscheinungsjahr 2016
ISBN: 978-0-19-933674-6
Verlag: OXFORD UNIV PR

Buch, Englisch, 592 Seiten, Format (B × H): 183 mm x 260 mm, Gewicht: 1293 g

Reihe: Oxford Library of Psychology

The Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes. Each chapter in this authoritative guide highlights a different facet of metamemory research, including classical metamemory judgments; applications of metamemory research to the classroom and courtroom; and cutting-edge perspectives on continuing debates and theory. Chapters also provide broad historical overviews of each
research area and discussions of promising directions for future research. The breadth and depth of coverage on offer in this Handbook make it ideal for seminars on metamemory or metacognition. It would also be a valuable supplement for advanced courses on cognitive psychology, of use especially to graduate
students and more seasoned researchers who are interested in exploring metamemory for the first time.

Autoren/Hrsg.

Dunlosky, John

Tauber, Sarah

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
• Naturwissenschaften Biowissenschaften Biowissenschaften Neurobiologie, Verhaltensbiologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Biologische Psychologie, Neuropsychologie

Über Autor(innen)

John Dunlosky is a professor of psychology at Kent State University, where he has taught since 2004. He has contributed empirical and theoretical work on memory and metacognition, including theories of self-regulated learning and metacomprehension. He co-authored Metacognition, which is the first textbook on the topic, and he also serves as an Associate Editor for the Psychonomic Bulletin & Review.

Sarah "Uma" Tauber earned her PhD from Colorado State University and received post-doctoral training at Kent State University. Her research focuses on how people monitor and control their on-going learning, and how monitoring and control processes are influenced by aging in adulthood. She will begin is an assistant professor of psychology at Texas Christian University.