META-COGNITION: A RECENT REVIEW OF RESEARCH, THEORY AND PERSPECTIVES -- NOTICE TO THE READER -- CONTENTS -- INTRODUCTION -- METACOGNITIVE SKILLS OF THE GIFTED FROM A CROSS-CULTURAL PERSPECTIVE -- ABSTRACT -- 1.1. INTRODUCTION -- 1.2. High Ability -- 1.3. Metacognition -- 1.4. Cultural Orientations and Influences -- 1.5. Interrelation between High Ability, Metacognitive Skills, and Performance -- 1.6. Research Questions -- 2. METHOD -- 2.1. Sample -- 2.2. Intellectual Ability -- 2.3. School Performance -- 2.4. Metacognitive Skillfulness -- 2.5. Information on Individual Background -- 3. RESULTS -- 3.1. Cross-cultural Differences regarding Metacognitive Skill Scores -- 3.2. Differences in Quantity and Distribution of Metacognitive Skill Scores -- 3.3. Interrelationship between High Abilities, Metacognitive Skills and School-Performance -- 4. CONCLUSION AND DISCUSSION -- SUGGESTIONS FOR FUTURE RESEARCH -- REFERENCES -- METACOGNITION - A PSYCHOPHYSIOLOGICAL PERSPECTIVE -- ABSTRACT -- DEFINITIONS -- METACOGNITIVE RESEARCH -- METHODS AND TECHNIQUES USED IN ANALYZING METACOGNITION -- PILOT STUDY 1 -- PILOT STUDY 2 -- CONCLUSION -- REFERENCES -- STEGOSAURUS AND SPOONBILLS: MECHANISMS FOR TRANSFER ACROSS BIOLOGICAL DOMAINS -- ABSTRACT -- EXPERTISE -- TRANSFER OF EXPERTISE -- FACTORS THAT FACILITATE TRANSFER -- EXPLORING TRANSFER BETWEEN BIOLOGICAL DOMAINS: THE CASE OF REFERENTIAL COMMUNICATION -- AN INTEGRATION AND SUGGESTIONS FOR FUTURE RESEARCH -- ACKNOWLEDGEMENTS -- REFERENCES -- TO BE OR NOT 2 BEE: AN EXAMINATION OF BREAKING SET -- ABSTRACT -- INTRODUCTION -- SIGNIFICANCE OF THE STUDY -- METHOD -- RESULTS OF THE RESEARCH STUDY -- REFERENCES -- METACOGNITION IN THE GIFTED: CONNECTIONS TO EXPERTISE -- ABSTRACT -- CHARACTERISTICS OF EXPERTISE -- HOW IMPORTANT IS METACOGNITION FOR EXPERTISE? -- METACOGNITION, GIFTEDNESS, AND EXPERTISE.

DECLARATIVE METACOGNITION -- METACOGNITIVE MONITORING -- STRATEGY USE AND TRANSFER -- CONCLUSION -- REFERENCES -- MARGINALIA AS A METACOGNITIVE STRATEGY -- ABSTRACT -- HISTORICAL PERSPECTIVE -- RESEARCH PERSPECTIVE -- THE "MARGINAL THINKING" TYPOLOGY -- INTRODUCING MARGINAL THINKING TO STUDENTS -- MARGINAL THINKING AS AN INSTRUCTIONAL STRATEGY -- CONCLUSION -- REFERENCES -- SELF-AWARENESS AND SELF-MAPPING OF COGNITIVE PROCESSES FROM EARLY CHILDHOOD TO ADOLESCENCE -- ABSTRACT -- THE ARCHITECTURE OF THE HUMAN MIND -- STUDY ONE: AWARENESS OF COGNITIVE PROCESSES IN EARLY CHILDHOOD -- STUDY TWO: AWARENESS OF COGNITIVE PROCESSES IN ADOLESCENCE -- CONCLUSIONS -- ACKNOWLEDGEMENT -- REFERENCES -- EPISTEMIC DEVELOPMENT AND THE PERILS OF PLUTO -- ABSTRACT -- THE PERILS OF PLUTO -- EPISTEMIC DEVELOPMENT IN CHILDHOOD -- EPISTEMIC DEVELOPMENT IN ADOLESCENCE AND BEYOND -- THE EPISTEMOLOGY OF HISTORY -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- METACOGNITIVE MULTICULTURAL EDUCATION -- ABSTRACT -- INTRODUCTION -- BACKGROUND -- TRANSPOSING "PROTECTING OUR MINDS" WITH EXPOSING THEIR MINDS -- CONCLUSION -- REFERENCES -- THE RELATIONSHIP BETWEEN METACOGNITIVE AND COGNITIVE STRATEGIES AND READING COMPREHENSION IN SECOND LANGUAGE LEARNING -- ABSTRACT -- INTRODUCTION -- PURPOSE -- RESEARCH QUESTIONS -- PARTICIPANTS -- INSTRUMENTATION -- PROCEDURE -- RESULTS AND DISCUSSION -- CONCLUSION -- PEDAGOGICAL IMPLICATION -- SUGGESTION FOR FURTHER RESEARCH -- APPENDIX I: FACTOR ANALYSIS -- APPENDIX II: COGNITIVE AND METACOGNITIVE QUESTIONNAIRE -- REFERENCES -- GIFTEDNESS: PREDICTING THE SPEED OF EXPERTISE ACQUISITION BY INTELLECTUAL ABILITY AND METACOGNITIVE SKILLFULNESS OF NOVICES -- ABSTRACT -- INTRODUCTION -- METHOD -- RESULTS -- DISCUSSION -- REFERENCES -- AN INTERVIEW WITH JOHN FLAVELL -- Index.