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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.
- Sales Rank: #253973 in Books
- Published on: 2016-05-10
- Original language: English
- Number of items: 1
- Dimensions: 7.60" h x 1.50" w x 10.10" l, .0 pounds
- Binding: Hardcover
- 592 pages
Review
"The Handbook of Metamemory offers a comprehensive, perceptive and engaging tour of theory and research on metamemory. Cognitive psychologists and learning scientists will find it an invaluable, up-to-date resource on this vital topic."
--Philip H. Winne, Professor and Associate Dean of Graduate Studies & Research, Faculty of Education, Simon Fraser University
"This new handbook provides a commanding overview of research on students' (and others') knowledge about their memories, with chapters written by leading experts in the field. The book is perfect for graduate or advanced undergraduate seminars."
--Henry L. Roediger, III, James S. McDonnell Distinguished University Professor of Psychology, Washington University in St. Louis
About the Author
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 as an assistant professor of psychology at Texas Christian University.
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