Bridging Cognitive Science and Education: Learning, Memory and Metacognition: A special issue of the European Journal of Cognitive Psychology

by Vandierendonck; Andre

• ISBN13: 9781841698359
• ISBN10: 1841698350
• Edition: 1st
• Format: Hardcover
• Copyright: 2008-03-24
• Publisher: Psychology Pres

Summary

The fields of cognitive science and education have worked hard to discover effective principles of learning with the goal of improving educational achievement. And although each has made significant advances, there has been, until today, a gap between the two disciplines. This special issue brings together researchers aiming to bridge laboratory data with real world learning practices, each providing recent and crucial information concerning the improvement of learning. The readings will allow both researchers and educators to understand strategies that would most benefit students by improving learning as well as the ability of learning to learn - or what has been defined as metacognition .

Table of Contents

Introduction: A metacognition bridge	p. 481
Testing the testing effect in the classroom	p. 494
Testing improves long-term retention in a simulated classroom setting	p. 514
Test format and corrective feedback modify the effect of testing on long-term retention	p. 528
Improving students' self-evaluation of learning for key concepts in textbook materials	p. 559
Retrieval-induced forgetting in educational contexts: Monitoring, expertise, text integration, and test format	p. 580
The effects of selective attention on perceptual priming and explicit recognition in children with attention deficit and normal children	p. 607
Strategic knowledge and consistency in students with good and poor study skills	p. 628
The role of test anxiety in absolute and relative metacomprehension accuracy	p. 650
Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise	p. 671
Repeated testing sessions and scholastic aptitude in college students' metacognitive accuracy	p. 689
How many questions should I answer? Using bias profiles to estimate optimal bias and maximum score on formula-scored tests	p. 718
A cognitive-science based programme to enhance study efficacy in a high and low risk setting	p. 743
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