Author: Pablo Briñol
Publisher: Taylor & Francis
ISBN: 1135234094
Category : Psychology
Languages : en
Pages : 386
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Book Description
Metacognition refers to thinking about our own thinking. It has assumed a prominent role in social judgment because our thoughts about our thoughts can magnify, attenuate, or even reverse the impact of primary cognition. Metacognitive thoughts can also produce changes in thought, feeling, and behavior, and thus are critical for a complete understanding of human social behavior. The present volume presents the most important and advanced research areas in social psychology where the role of metacognition has been studied. Specifically, the chapters of this book are organized into four substantive content areas: Attitudes and Decision Making, Self and Identity, Experiential, and Interpersonal. Each section consists in several chapters summarizing much of the work done in recent decades on critical topics, such as attitude strength, persuasion, bias correction, self-regulation, subjective feelings, embodiment, and prejudice, among others. This book also emphasizes interpersonal aspects of metacognition as they play an essential role in close relationships, groups, consumer and clinical interactions. Each chapter is written by an expert in the field, and presents a state-of-the-art view of the many ways metacognition has been examined by social psychologists.
Author: Paul Lysaker
Publisher: Elsevier
ISBN: 012405174X
Category : Psychology
Languages : en
Pages : 354
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Book Description
Deficits in social cognition and metacognition in schizophrenics makes it difficult for them to understand the speech, facial expressions and hence emotion and intention of others, as well as allowing little insight into their own mental state. These deficits are associated with poor social skills, fewer social relationships, and are predictive of poorer performance in a work setting. Social Cognition and Metacognition in Schizophrenia reviews recent research advances focusing on the precise nature of these deficits, when and how they manifest themselves, what their effect is on the course of schizophrenia, and how each can be treated. These deficits may themselves be why schizophrenia is so difficult to resolve; by focusing on the deficits, recovery may be quicker and long lasting. This book discusses such deficits in early onset, first episode, and prolonged schizophrenia; how the deficits relate to each other and to other forms of psychopathology; how the deficits affect social, psychological, and vocational functioning; and how best to treat the deficits in either individual or group settings. - Summarizes the types of social cognitive and metacognitive deficits present in schizophrenia - Discusses how deficits are related to each other and to other forms of psychopathology - Describes how deficits impact function and affect the recovery process - Provides treatment approaches for these deficits
Author: Richard K Cohen
Publisher:
ISBN: 9781951075033
Category :
Languages : en
Pages : 256
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Book Description
Dive deep into the what and how of structured SELf-questioning--a powerful strategy you can use to support students academically, socially, and emotionally. This resource contains vital metacognitive strategies and skills that educators can immediately use in their classroom. Use this resource to help effective education thrive in your classroom: Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both. Learn to implement effective SELf-questioning into instruction to foster social-emotional learning (SEL). Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level. Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context. Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school. Contents: Introduction Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics Chapter 3: Structured SELf-Questioning for Social Problem Solving Chapter 4: Structured SELf-Questioning in Reading Comprehension Chapter 5: Structured SELf-Questioning in Reading Decoding Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing Chapter 7: Structured SELf-Questioning for Emotional Recognition Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving Chapter 9: Transfer Theory and SELf-Questioning Chapter 10: Structured SELf-Questioning for Social Studies Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science Chapter 12: Autonomous Use of SELf-Questioning and Metacognition Epilogue
Author: Julianna Benson
Publisher: Nova Science Publishers
ISBN: 9781634855624
Category : Metacognition
Languages : en
Pages : 0
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Book Description
The development of metacognitive skills in the human mind has been and is still a great challenge in cognitive psychology. This book provides current research on the theories and performance of metacognition. Chapter One analyzes the nature of metacognition conceptually with respect to its relationship to cognition. Chapter Two studies metacognition and cognitive flexibility in the transfer of learning. Chapter Three focuses on metacognition, self-regulation and feedback for object-oriented programming problem-solving. Chapter Four discusses a learning integrated approach to developing metacognition in school. Chapter Five highlights strategies which can be used to develop metacognition in classical dance classes. Chapter Six investigates the effectiveness of reciprocal and self-check teaching style in promoting metacognition in physical education classes.
Author: Vincent Y Yzerbyt
Publisher: SAGE
ISBN: 1849208182
Category : Psychology
Languages : en
Pages : 269
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Book Description
Metacognition - cognitive processes that apply to themselves - is becoming increasingly recognized as a fundamental aspect of human psychology. In this broad-ranging book, internationally renowned authors show how a full analysis of human reasoning and behaviour requires an understanding of both cognitive and metacognitive activities. Important insights from across social and cognitive psychology are drawn together to offer an unmatched overview of this major debate, and a number of key questions are addressed, including: Are metacognitive activities similar to standard cognitive processes, or do they represent a separate category? How do people reflect on their cognitive processes? Does our metacognitive knowledge affect our behavioural choices?
Author: Harriet Salatas Waters
Publisher: Guilford Press
ISBN: 160623384X
Category : Education
Languages : en
Pages : 321
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Book Description
Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.
Author: David L. Roberts
Publisher: Oxford University Press
ISBN: 0199346623
Category : Psychology
Languages : en
Pages : 257
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Book Description
Social Cognition and Interaction Training (SCIT) is a group psychotherapy for individuals with schizophrenia and other psychotic disorders.
Author: Paul Penn
Publisher: Routledge
ISBN: 1351335324
Category : Education
Languages : en
Pages : 245
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Book Description
**Author Paul Penn is the 2021 Winner of the Higher Education Psychology Teacher of the Year Award** This book provides a vital guide for students to key study skills that are instrumental in success at university, covering time management, academic reading and note-taking, academic integrity, preparation of written assignments, teamwork and presentations. With each chapter consisting of sub-sections that are titled with a single piece of fundamental advice, this is the perfect ‘hit the ground running’ resource for students embarking on their undergraduate studies. The book uses evidence from psychology to account for the basic errors that students make when studying, illuminating how they can be addressed simply and effectively. Creating an ‘insider’s guide’ to the core requisite skills of studying at degree level, and using a combination of research and practical examples, the author conveys where students often go fundamentally wrong in their studying practices and provides clear and concise advice on how they can improve. Written in a humorous and irreverent tone, and including illustrations and examples from popular culture, this is the ideal alternative and accessible study skills resource for students at undergraduate level, as well as any reader interested in how to learn more effectively.
Author: Alejandro Peña-Ayala
Publisher: Springer
ISBN: 3319110624
Category : Technology & Engineering
Languages : en
Pages : 376
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Book Description
This book is devoted to the Metacognition arena. It highlights works that show relevant analysis, reviews, theoretical, and methodological proposals, as well as studies, approaches, applications, and tools that shape current state, define trends and inspire future research. As a result of the revision process fourteen manuscripts were accepted and organized into five parts as follows: · Conceptual: contains conceptual works oriented to: (1) review models of strategy instruction and tailor a hybrid strategy; (2) unveil second-order judgments and define a method to assess metacognitive judgments; (3) introduces a conceptual model to describe the metacognitive activity as an autopoietic system. · Framework: offers three works concerned with: (4) stimulate metacognitive skills and self-regulatory functions; (5) evaluate metacognitive skills and self-regulated learning at problem solving; (6) deal with executive management metacognition and strategic knowledge metacognition. · Studies: reports research related to: (7) uncover how metacognitive awareness of listening strategies bias listening proficiency; (8) unveil how metacognitive skills and motivation are achieved in science informal learning; (9) tackle stress at learning by means of coping strategies. · Approaches: focus on the following targets: (10) social metacognition to support collaborative problem solving; (11) metacognitive skills to be stimulated in computer supported collaborative learning; (12) metacognitive knowledge and metacognitive experiences are essential for teaching practices. · Tools: promotes the use of intelligent tutoring systems such as: (13) BioWorld allows learners to practice medical diagnostic by providing virtual patient cases; (14) MetaHistoReasoning provides examples to learners and inquiries about the causes of historical events. This volume will be a source of interest for researchers, practitioners, professors, and postgraduate students aimed at updating their knowledge and finding targets for future work in the metacognition arena.
Author:
Publisher: Elsevier
ISBN: 0323990029
Category : Psychology
Languages : en
Pages : 242
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Book Description
Collective Memory, Volume 274 in the Progress in Brain Research series, highlights new advances in the field, with this new volume presenting interesting chapters on a variety of interesting topics, including Deriving testable hypotheses through an analogy between individual and collective memory and updated information on Collective future thinking: Current research and future directions. - Provides the authority and expertise of leading contributors from an international board of authors - Presents the latest release in Progress in Brain Research series - Updated release includes the latest information on Collective Memory
