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Metacognition Bibliography
Resources on Metacognition


Back to Metacognition

WWW Background Article:

Hacker, Douglas J. Metacognition: Definitions and Empirical Foundations. http://www.psyc.memphis.edu/trg/meta.htm

References

Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), Psychology of learning and motivation (Vol. 2). New York: Academic.

Belmont, J. M., & Butterfield, E. C. (1969). The relations of short-term memory to development and intelligence. In L. C. Lipsitt & H. W. Reese (Eds.), Advances in child development and behavior, Vol. 4 (pp. 29-82). New York: Academic.

Berardi-Coletta, B., Dominowski, R. L., Buyer, L. S., & Rellinger, E. R. (1995). Metacognition and problem solving: A process-oriented approach. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 205-223.

Bisanz, G. L., Vesonder, G. T., & Voss, J. T. (1978). Knowledge of one's own responding and the relation of such knowledge to learning: A developmental study. Journal of Experimental Child Psychology, 25, 116-128.

Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 53-92). Hillsdale, NJ: Erlbaum.

Borkowski, J. G., & Muthukrishna, N. (1992). Moving metacognition into the classroom: "Working models" and effective strategy teaching. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 477-501). San Diego, CA: Academic.

Bracewell, R. J. (1983). Investigating the control of writing skills. In P. Mosenthal, L. Tamor, & S. Walmsley (Eds.), Research on writing (pp. 177-203). New York: Longman.

Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1). Hillsdale, NJ: Erlbaum.

Brown, A. L., & Campione, J. C. (1977). Training strategic study time apportionment in educable retarded children. Intelligence, 1, 94-107.

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.

Butterfield, E. C., & Belmont, J. M. (1975). Assessing and improving the executive cognitive functions of mentally retarded people. In J. Bailer & M. Sternlicht (Eds.), Psychological issues in mental retardation (pp. 277-318). Chicago: Aldine.

Butterfield, E. C., & Ferretti, R. P. (1987). Toward a theoretical integration of cognitive hypotheses about intellectual differences among children. In J. G. Borkowski & J. O. Day (Eds.), Cognition in special children (pp. 195-233). Norwood, NJ: Ablex.

Butterfield, E. C., Nelson, T. O., & Peck, V. (1988). Developmental aspects of the feeling of knowing. Developmental Psychology, 24, 654-663.

Carr, M., Alexander, J., & Folds-Bennett, T. (1994). Metacognition and mathematics strategy use. Applied Cognitive Psychology, 8, 583-595.

Cavanaugh, J. C., & Borkowski, J. G. (1979). The metamemory-memory "connection": Effects of strategy training and maintenance. The Journal of General Psychology, 101, 161-174.

Cavanaugh, J. C., & Perlmutter, M. (1982). Metamemory: A critical examination. Child Development, 53, 11-28.

Corsale, K., & Ornstein, P. A. Developmental changes in children's use of semantic information in recall. Journal of Experimental Child Psychology, 30, 231-245.

Corsini, D. A. (1971). Memory: Interaction of stimulus and organismic factors. Human Development, 14, 227-235.

Davidson, J. E., Deuser, R., & Sternberg, R. J. (1994). The role of metacognition in problem solving. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 207-226). Cambridge, MA: MIT.

Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-251.

Flavell, J. H. (1963). The developmental psychology of Jean Piaget. New York: D. Van Nostrand.

Flavell, J. H. (1971). First discussant's comments: What is memory development the development of? Human Development, 14, 272-278.

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence. Hillsdale, NJ: Erlbaum.

Flavell, J. H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.

Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York: Academic.

Flavell, J. H., Freidrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorization processes. Cognitive Psychology, 1, 324-340.

Flavell, J. H., & Wellman, H. M. (1977). Metamemory. In R. V. Kail, Jr. & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum.

Glasersfeld, E. V. (1984). An introduction to radical constructivism. In P. Watzlawick (Ed.), The invented reality: How do we know what we believe we know? Contributions to constructivism (pp. 17-40). New York: Norton.

Hagen, J. W., & Kingsley, P. R. (1968). Labeling effects in short-term memory. Child Development, 39, 113-121.

Hart, J. T. (1965). Memory and the feeling-of-knowing experience. Journal of Educational Psychology, 56, 208-216.

Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.

Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition. In D. R. Griffin (Ed.), Animal mind -- human mind (pp. 201-224). New York: Springer-Verlag.

Markman, E. M. (1977). Realizing that you don't understand: A preliminary investigation. Child Development, 48, 986-992.

Miller, G. A. (1953). What is information measurement? American Psychologist, 8, 3-11.

Moynahan, E. (1978). Assessment and selection of paired-associate strategies: A developmental study. Journal of Experimental Child Psychology, 26, 257-266.

Nelson, T. O, & Dunlosky, J. (1991). The delayed-JOL effect: When delaying your judgments of learning can improve the accuracy of your metacognitive monitoring. Psychological Science, 2, 267-270.

Nelson, T. O., Leonesio, R. J., Landwehr, R. S., & Narens, L. (1980). A comparison of three predictors of an individual's memory performance: The individual's feeling of knowing versus the normative feeling of knowing versus base-rate item difficulty. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 279-287.

Nelson, T. O. & Narens, L. (1990). Metamemory: a theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 26). New York: Academic.

Newell, A., Shaw, J. G., & Simon, H. A. (1958). Elements of a theory of human problem solving. Psychological Review, 65, 151-166.

Nicholls, J. G., & Miller, A. T. (1984). Development and its discontents: The differentiation of the concept of ability. In Advances in motivation and achievement, Vol. 3 (pp. 185-218). Greenwich, CT: JAI.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.

Ryle, G. (1949). The concept of mind. London: Hitchinson.

Schneider, W. (1985). Developmental trends in the metamemory-memory behavior relationship: An integrative review. In D. L. Forrest-Pressley, G. E. MacKinnon, & T. G. Waller (Eds.), Metacognition, cognition, and human performance, Vol. 1 (pp. 57-109). New York: Academic.

Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Erlbaum.

Wellman, H. M. (1977). Tip of the tongue and feeling of knowing experiences: A developmental study of memory monitoring. Child Development, 48, 13-21.

 
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