METACOGNITION:NEW RESEARCH DEVELOPMENTS -- METACOGNITION:NEW RESEARCH DEVELOPMENTS -- CONTENTS -- PREFACE -- THE IMPORTANCE OF CULTIVATING A METADISCOURSEIN DELIBERATE SUPPORT OFMETACOGNITION -- ABSTRACT -- INTRODUCTION -- METACOGNITION IN MATHEMATICS EDUCATION -- The Apple Trees Task -- PHILOSOPHY TO PROMPT METACOGNITION -- Level 1: Literal Representation -- Level 2: More Abstract Representation -- Level 3: Model -- Level 4: Private Concept -- Level 5: Authorised Concept -- Level 6: Platonic Form -- DISCUSSION -- CONCLUSION -- REFERENCES -- METACOGNITION IN ANIMALS -- ABSTRACT -- INTRODUCTION -- IMPLICATIONS OF COMPARATIVE METACOGNITION RESEARCH -- THE UNCERTAINTY-RESPONSE PARADIGM -- Training Animals to Use Uncertainty Responses -- Early Uncertainty-Monitoring Experiments -- Uncertainty Monitoring During Different Cognitive Tasks -- UNCERTAINTY MONITORING BY NON-PRIMATES -- INFORMATION-SEEKING PARADIGMS AS TESTSFOR METACOGNITION -- SUMMARY AND FUTURE POSSIBILITIES FOR ANIMALMETACOGNITION RESEARCH -- ACKNOWLEDGEMENTS -- REFERENCES -- METACOGNITION AND METAMOVEMENT:LINKS BETWEEN COGNITION AND MOTORFUNCTION IN PARKINSON'S DISEASE -- ABSTRACT -- 1. INTRODUCTION -- 2. THE DUAL-TASK PARADIGM -- 3. THE ROLE OF ATTENTION IN STATIC AND DYNAMIC POSTURE -- 4. THE ROLE OF ATTENTION IN CONTINUOUS GAIT -- 5. EVIDENCE OF DUAL-TASK INTERFERENCEAMONG OLDER ADULTS AT RISK FOR FALLS -- 6. THE POSTURE-FIRST STRATEGY -- 7. EVIDENCE FOR A POSTURE-SECOND STRATEGY AMONGINDIVIDUALS WITH PARKINSON'S DISEASE -- 7. SUMMARY -- REFERENCES -- METACOGNITION AND REACTIVE/REGULATIVEASPECTS OF TEMPERAMENT IN OBSESSIVECOMPULSIVEDISORDER -- ABSTRACT -- INTRODUCTION -- METHOD -- Participants -- Instruments -- Procedure -- RESULTS -- Research Question 1: Comparison of OCD Patients Scores with NormalControls -- Research Question 2: Correlations between Metacognition and OCSymptoms.

Research Question 3: Correlations between Reactive/RegulativeTemperament and OC symptoms -- Research Question 4: Correlations between Metacognition andReactive/Regulative Temperament -- DISCUSSION -- Comparison of OCD Patients and Normal Controls Concerning OCSymptoms, Metacognition and Temperament -- Association between Metacognition and OC symptoms -- The Relationship between Reactive/Regulative Temperament and OCSymptoms -- Metacognition in Relation to Reactive/Regulative Temperament? -- Clinial Implications -- Strengths, Limitations and Future Research -- ACKNOWLEDGEMENTS -- REFERENCES -- THE EFFECT OF METAMEMORY ON MEMORYPERFORMANCE: A TEST OF A STRUCTURAL MODEL -- ABSTRACT -- INTRODUCTION -- METHOD -- Participants -- Results -- CONCLUSION -- REFERENCES -- METACOGNITIVE KNOWLEDGE ABOUTINTELLIGENCE: THE MULTIPLE INTELLIGENCE ANDENTITY/INCREMENTAL THEORIES ACCORDING TONAÏVE CONCEPTIONS -- ABSTRACT -- THEORIES OF INTELLIGENCE -- A STUDY ON METACOGNITIVE KNOWLEDGEABOUT MULTIPLE INTELLIGENCES -- A STUDY ABOUT METACOGNITIVE KNOWLEDGE CONCERNING THERELATIONSHIP BETWEEN MULTIPLE INTELLIGENCE ANDENTITY/INCREMENTAL THEORIES -- THINKING ABOUT ONE'S INTELLIGENCE -- REFERENCES -- CURIOSITY AND METACOGNITION -- ABSTRACT -- CURIOSITY AND METACOGNITION -- Discrepancy Identification and Metacognition -- Metacognition and the Arousal of Curiosity -- A Study of Metacognition, State and Trait Curiosity,and Information Seeking Behavior -- Metacognition and I- and D- Type Curiosity: A Tentative Theoretical Model -- Directions for Future Research -- REFERENCES -- SOCIAL METACOGNITION IN GROUPS:BENEFITS, DIFFICULTIES, LEARNING,AND TEACHING -- ABSTRACT -- INTRODUCTION -- METACOGNITION AND SOCIAL METACOGNITION BENEFITS -- Benefits of Metacognition -- Benefits of Social Metacognition -- METACOGNITION AND SOCIAL METACOGNITION DIFFICULTIES.

Difficulties of Individual Metacognition -- Difficulties of Social Metacognition -- LEARNING METACOGNITION AND SOCIAL METACOGNITION -- Supportive Learning Environments -- Student Interactions and Learning Communities -- Social Metacognition Aids Individual Metacognition -- TEACHING METACOGNITION AND SOCIAL METACOGNITION -- Designing Classroom Metacognitive Activities in Daily Classroom Practices -- Difficulties -- FUTURE RESEARCH -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- THE NEW LOOK IN METACOGNITION:FROM INDIVIDUAL TO SOCIAL,FROM COGNITIVE TO AFFECTIVE -- INTRODUCTION -- METACOGNITION AND CONSCIOUS AWARENESS -- METACOGNITION AND AFFECT -- METACOGNITION AND SELF-REGULATION -- THE SOCIAL ASPECT OF METACOGNITION -- THE NEW LOOK IN METACOGNITION -- THE MULTILEVEL AND MULTIFACETEDMODEL OF METACOGNITION -- THE METACOGNITIVE AND AFFECTIVE MODEL OF SELFREGULATEDLEARNING -- THE MASRL MODEL AND CO-/OTHER-REGULATION -- CONCLUSIONS -- REFERENCES -- USING STRUCTURED AND OPEN-ENDEDPROCEDURES FOR ELICITING DATA ON LEARNERS'METACOGNITIVE KNOWLEDGE:A QUALITATIVE COMPARATIVE STUDY -- ABSTRACT -- INTRODUCTION -- THE STUDY -- THE CONTEXT -- THE SUBJECTS -- INSTRUMENTS AND PROCEDURES -- The Autobiography -- ALL Questionnaire -- A Speaking Task Questionnaire -- General Interview and Focused Interviews -- A Scenario Exercise -- Oral Tasks and a Speaking Checklist -- DATA ANALYSIS -- Methodological Caveats -- RESULTS AND DISCUSSION -- Structured Instruments -- Semi-Structured and Open-Ended Instruments -- INTERVIEWS -- SCENARIO -- CONCLUSION -- REFERENCES -- APPENDIX A -- ASSUMPT I O N S A B O U T LANGUAGELEARNING QUESTIONNAIRE -- Speaking Task Questionnaire -- SCENARIOS -- SPEAKING STRATEGY CHECKLIST -- METACOGNITION: TEACHER KNOWLEDGE,MISCONCEPTIONS, AND JUDGMENTS OF RELEVANCE -- ABSTRACT -- 1. INTRODUCTION -- 2. THEORETICAL BACKGROUND.

2.1. Metacognition and Reading Comprehension -- 2.2. The Teachers' Role in CommunicatingMetacognitive Knowledge and Skills -- 3. RESEARCH OBJECTIVES -- 4. METHODS -- 4.1. Conceptualization of Relevant Teacher Knowledge -- 4.2. Empirical Study -- 5. RESULTS -- 5.1. Teachers' Knowledge and Misconceptions -- 5.1. Teachers' Judgments of Relevance -- 6. CONCLUSION -- ACKNOWLEGMENTS -- REFERENCES -- METACOGNITION AND PROFESSIONALDEVELOPMENT OF SECONDARY EDUCATIONSCIENCE TEACHERS: A CASE STUDY -- ABSTRACT -- 1. PROFESSIONAL DEVELOPMENT OF EXPERIENCEDSCIENCE TEACHERS -- 2. METACOGNITION AND PROFESSIONAL DEVELOPMENTOF SCIENCE TEACHERS -- 3. THE TEACHING AND LEARNING OF ENERGY -- 4. RESEARCH QUESTIONS -- 5. METHODS -- 6. RESULTS -- Evolution of Ángela's Classroom Practice -- Evolution of the Students' Ideas -- 7. CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- THE IMPROVEMENT OF STUDENTS' SELFREGULATORYBEHAVIOR IN MATHEMATICS:THE IMPACT OF MATHEMATICAL MODELING -- ABSTACT -- INTRODUCTION -- Problem Solving Procedure and the Use of Mathematical Modeling -- METHODOLOGY -- Participants -- Procedure -- Statistical Analysis -- RESULTS -- Qualitative Analysis -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- UNAWARENESS OF DEFICITS INALZHEIMER'S DISEASE THROUGHA BIOPSYCHOSOCIAL PERSPECTIVE -- ABSTRACT -- INTRODUCTION -- 2. UNAWARENESS OF DEFICITS - METHODOLOGICAL ISSUES -- 3. BIOPSYCHOSOCIAL MODEL -- 4. METACOGNITION -- 5. STUSS, PICTON, & ALEXANDER (2001) -- STUSS AND ANDERSON(2004) MODELS (SEE FIGURE 1) -- CONCLUSION -- REFERENCES -- INTROSPECTION, MEDITATION ANDMETACOGNITION: HOW AWARE ORUNAWARE OF MYSELF CAN I BE? -- ABSTRACT -- INTRODUCTION -- TELLING WHAT WE CAN KNOW -- CULTURAL PERSPECTIVES ON METACOGNITION -- INTROSPECTION AND SELF-EXPERIMENTATION -- METACOGNITIVE MEDITATIONS -- CONCLUSION -- REFERENCES -- INDEX.