Commentary: How Readily Can Findings from Basic Cognitive Psychology Research Be Applied in the Classroom?

Autor/in	Efklides, Anastasia
Titel	Commentary: How Readily Can Findings from Basic Cognitive Psychology Research Be Applied in the Classroom?
Quelle	In: Learning and Instruction, 22 (2012) 4, S.290-295 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2012.01.001
Schlagwörter	Stellungnahme; Prior Learning; Metacognition; Cognitive Psychology; Classroom Techniques; Theory Practice Relationship; Self Management; Inferences; Performance Factors; Individual Differences; Learning Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Vorkenntnisse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Psychologie; Klassenführung; Theorie-Praxis-Beziehung; Selbstmanagement; Inference; Inferenz; Leistungsindikator; Individueller Unterschied; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of metacognitive experiences, as posited by the cue utilization approach, the interrelations of metacognition with affect, and the influence of prior knowledge and individual differences factors on monitoring accuracy. The implications of the findings of the studies for learning in the classroom are also pointed out. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10