The Taxonomy of Metacognition

This book clarifies the construct of metacognition so that researchers and teachers can develop a better understanding of it. This is an important and broad ranging contribution, which can be drawn upon and applied in many related areas, by researchers, psychologists, teachers and any profession interested in psychological learning processes.

Autorentext

Pina Tarricone completed her Doctorate of Philosophy in Educational Psychology at Edith Cowan University, Australia. Her thesis was awarded the 2007 University Research Medal, the 2007 Faculty of Education and Arts Research Medal, and the Western Australian Institute of Educational Research Postgraduate Award. She is now completing a Master of Education in Assessment, Measurement and Evaluation with the aim of utilising her theoretical work.

Zusammenfassung
Metacognition is a complex construct which is fundamental to learning. Its complex, fuzzy and multifaceted nature has often led to its colloquial application in research, resulting in studies that fail to identify its theoretical foundation or elements. In response to this, the research community continues to call for a comprehensive understanding of the construct of metacognition. This book is a response to this call for clarity.Pina Tarricone provides a theoretical study of the construct of metacognition in terms of psychological theory. The first part of the book analyses the relationship between reflection and metacognition, and the second part goes on to analyse the construct of metamemory as the foundation of metacognition. The third and final part of the book analyses the construct of metacognition to present the final conceptual framework of metacognition and the taxonomy of metacognition. This framework builds a picture and a nexus of the construct through visual links to the related concepts that contribute to what is known as metacognition.The Taxonomy of Metacognition provides a comprehensive representation and categorisation of all of the terms, concepts, categories, supercategories, subcategories and elements of metacognition. It clarifies the construct so that researchers and teachers can develop a better understanding of it. This important and broad ranging contribution can be applied to many related areas, by researchers, psychologists, teachers and any profession interested in psychological learning processes.

Inhalt

1. Introduction. Part 1. Reflection: The Quintessence of Metacognition.
   2. Reflection and Metacognition: Historical Dialectic. 3. Critical Reflection and Critical Thinking: Facilitators of Metacognition. 4. Reflection and Metacognition: Affirming the Connection. Part 2. Metamemory: The Foundational Construct.
      5. Memory Monitoring and Metamemory. 6. The Foundation of Metamemory. 7. Metamemory and its Components: The Basis of Metacognition. Part 3. Metacognition: The Taxonomy.
         8. Models of Metacognition. 9. The Categorization of the Taxonomy of Metacognition. 10. The Taxonomy of Metacognition. 11. Future Directions in Research and Conclusion.