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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.
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.
Table of Contents
The Oxford Handbook of Metamemory Edited by John Dunlosky and Sarah K. Tauber
Part I. Preface (R. Bjork)
Part II. Introduction to Metamemory
1. A Brief History of Metamemory Research and Handbook Overview (Tauber and Dunlosky) 2. Methodology for Investigating Human Metamemory: Problems and Pitfalls (Dunlosky, Mueller, and Thiede) 3. Internal Mapping and Its Impact on Measures of Absolute and Relative Metacognitive Accuracy (Higham, Zawadzka, and Hanczakowski)
Part III. Metamemory Monitoring: Classical Judgments
4. Judgments of Learning: Methods, Data, and Theory (Rhodes) 5. Introspecting on the Elusive: The Uncanny State of the Feeling of Knowing (Thomas, Lee, and Hughes) 6. Tip-of-the-Tongue States, Déjà Vu Experiences, and Other Odd Metacognitive Experiences (Schwartz and Cleary) 7. Sources of Bias in Judgment and Decision Making (Tidwell, Buttaccio, Chrabaszcz, and Dougherty) 8. The Self-Consistency Theory of Subjective Confidence (Koriat and Adiv) 9. Metacognitive Aspects of Source Monitoring (Kuhlmann and Bayen)
Part IV. Metamemory Monitoring: Special Issues
10. Monitoring and Regulation of Accuracy in Eyewitness Memory: Time to Get Some Control (Hollins and Weber) 11. Metamemory and Education (Soderstrom, Yue, and Bjork) 12. Prospective Memory: A Framework for Research on Metaintentions (Smith) 13. Metamemory and Affect (Efklides) 14. Do Nonhuman Animals Have Metamemory? (Washburn) 15. Looking Back and Forward on Hindsight Bias (Bernstein, Aßfalg, Kumar, and Ackerman)
Part V. Control of Memory
16. The Metacognitive Foundations of Effective Remembering (Fiechter, Benjamin, and Unsworth) 17. Self-Regulated Learning: An Overview of Theory and Data (Kornell and Finn) 18. The Need for Metaforgetting: Insights for Directed Forgetting (Sahakyan and Foster) 19. Quality Control in Memory Retrieval and Reporting (Goldsmith) 20. Three Pillars of False Memory Prevention: Orientation, Evaluation, and Corroboration (Gallo and Lampinen)
Part VI. Neurocognition of Metamemory
21. The Ghost in the Machine: Self-Reflective Consciousness and the Neuroscience of Metacognition (Metcalfe and Schwartz) 22. The Cognitive Neuroscience of Source Monitoring (Mitchell) 23. Anosognosia and Metacognition in Alzheimer's Disease: Insights from Experimental Psychology (Ernst, Moulin, Souchay, Mograbi, and Morris) 24. Metamemory in Psychopathology (Izaute and Bacon)
Part VII. Development of Metamemory
25. The Development of Metacognitive Knowledge in Children and Adolescents (Schnieder and Löffler) 26. Monitoring Memory in Old Age: Impaired, Spared, and Aware (Castel, Middlebrooks, and McGillivray) 27. Development of Control Processes in Adulthood (Hertzog)