Overview

Metamemory is ubiquitous in everyday life: We are confronted with what we know about our own learning and memory processes and how we assess and regulate these processes on a daily basis. The research collated here explores new methods for the study of metamemory (computational neuroimaging, verbal reports as data, and time-based measures) and addresses current and emerging research questions that advance our understanding of the basis, validity, and consequences of metamemory. It indicates links between metamemory and other related concepts, suggests how different perspectives on metamemory may be integrated, and identifies gaps in our knowledge about memory that deserve attention in future research. These new directions are made possible through the knowledge gained from diverse disciplines, including cognitive psychology, developmental psychology, educational psychology, and neuroscience.

Full Product Details

Author:   Monika Undorf ,  Vered Halamish
Publisher:   Hogrefe Publishing
Imprint:   Hogrefe Publishing
Volume:   4
ISBN:  

9780889375819

ISBN 10:   088937581
Pages:   76
Publication Date:   25 November 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Editorial New Methods and Questions in Metamemory Research Monika Undorf and Vered Halamish Review Article Toward a Neurocognitive Understanding of the Algorithms That Underlie Metamemory Judgments Timothy Kelley, Michael J. Serra, and Tyler Davis Original Articles Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children Sonja Kalin and Claudia M. Roebers Experience Matters. Effects of (In)Congruent Prompts About Word Frequency on Judgments of Learning Pedro S. Mendes, Karlos Luna, and Pedro B. Albuquerque Learning From (Test) Experience. Testing Without Feedback Promotes Metacognitive Sensitivity to Near-Perfect Recognition Memory Evan E. Mitton and Chris M. Fiacconi Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm Eylul Tekin and Henry L. Roediger III Research Spotlights The Language of Recollection in Support of Recognition Memory Decisions Ian G. Dobbins and Justin Kantner Louder=Larger=Clearer. Examining the Consistency of Metamemory Illusions. Beatrice G. Kuhlmann, David J. Frank, and Daniel Danner Opinion Responsible Remembering. How Metacognition Impacts Adaptive Selective Memory. Dillon H. Murphy and Alan D. Castel Do Learners Spontaneously Monitor Their Memory? The Gap Between Educational-Developmental and Cognitive-Experimental Research Vered Halamish and Monika Undorf

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Author Information

Monika Undorf; PhD; Mannheim, Germany. Vered Halamish; PhD; Ramat Gan, Israel.

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