Meta-cognition : a recent review of research, theory, and perspectives

249 Pages·2008·4.176 MB·English

by  Shaughnessy, Michael F., Kleyn-Kennedy, Cynthia, Veenman, Marcel

M -C : A R R
ETA OGNITION ECENT EVIEW
R , T
OF ESEARCH HEORY
AND PERSPECTIVES

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M -C : A R R
ETA OGNITION ECENT EVIEW
R , T
OF ESEARCH HEORY
AND PERSPECTIVES

MICHAEL F. SHAUGHNESSY,
MARCEL V. J. VEENMAN AND
CYNTHIA KLEYN-KENNEDY
EDITORS

Nova Science Publishers, Inc.
New York
Copyright © 2008 by Nova Science Publishers, Inc.

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LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA

Meta-cognition : a recent review of research, theory, and perspectives / Michael F. Shaughnessy,
Marcel V.E. Vennemann, and Cynthia Kleyn Kennedy, editors.

p. cm.
ISBN 978-1-60741-927-3 (E-Book)
1. Metacognition. I. Shaughnessy, Michael F. II. Vennemann, Marcel V.E. III. Kennedy,
Cynthia Kleyn.
BF311.M4483 2007
153--dc22
2007035260

Published by Nova Science Publishers, Inc. (cid:30) New York
CONTENTS

Chapter 1 Introduction 1
Chapter 2 Metacognitive Skills of the Gifted from a
Cross-cultural Perspective 3
Michelle Helms-Lorenz and Annemieke Elisabeth Jacobse
Chapter 3 Metacognition – A Psychophysiological Perspective 45
Norbert Jaušovec
Chapter 4 Stegosaurus and Spoonbills: Mechanisms for
Transfer across Biological Domains 63
Joyce M. Alexander, Kathy E. Johnson,
Brianna Scott and Rhonda D. Meyer
Chapter 5 To Be or Not 2 Bee: An Examination of Breaking Set 85
Carol L. McGaughey
Chapter 6 Metacognition in the Gifted: Connections to Expertise 109
Marty Carr and Gita Taasoobshirazi
Chapter 7 Marginalia as a Metacognitive Strategy 127
Scott L. Hunsaker
Chapter 8 Self-awareness and Self-mapping of Cognitive
Processes from Early Childhood to Adolescence 141
Smaragda Kazi, Nikolaos Makris
and Andreas Demetriou
Chapter 9 Epistemic Development and the Perils of Pluto 161
David Moshman
Chapter 10 Metacognitive Multicultural Education 175
Virginia J. Mahan
vi Contents
Chapter 11 The Relationship between Metacognitive and
Cognitive Strategies and Reading Comprehension in
Second Language Learning 185
Seyed Mohammad Alavi and Mahyar Ganjabi
Chapter 12 Giftedness: Predicting the Speed of Expertise
Acquisition by Intellectual Ability and
Metacognitive Skillfulness of Novices 207
Marcel V. J. Veenman
Chapter 13 An Interview with John Flavell 221
Michael F. Shaughnessy
Index 229
In: Meta-Cognition: A Recent Review of Research… ISBN: 978-1-60456-011-4
Editors: M.F. Shaughnessy et al. pp. 1-2 © 2008 Nova Science Publishers, Inc.

Chapter 1

INTRODUCTION

Over the past two decades, the word “metacognition” has become a regularly used part of
our language and vocabulary in both psychology and education. Many research articles have
been written about it, the conceptualization of this construct has expanded, and conferences
abound with investigations and empirical research into various facets of this domain.
This book provides some of the most recent research by scholars from various parts of
the world. It includes differing perspectives- some empirical, some theory driven, and some
application papers. The book focuses on metacognition and it’s relevance to gifted and highly
able students. Many of the papers focus directly and specifically on this, others are more
tangential in nature.
Michele Helms-Lorenz and Annemieke Jacobse of the University of Groningen discuss
the metacognitive skills of the gifted from a cross cultural perspective. Norbert Jausovec of
the University of Maribor in Slovenia provides a psychophysiological perspective on
metacognition.
Joyce Alexander and her colleagues, Kathy Johnson, Brianna Scott and Rhonda Meyer
from Indiana University and Purdue examine the mechanisms for transfer across biological
domains.
Carol McGaughey of Houston Baptist University discusses an age old question in her
paper and relates it to the concept and practice of “breaking set“ and the metacognitive
mechanisms involved. The singular process and skill of being able to discern cognitive sets is
a singular aspect of metacognition.
Marty Carr and Gita Taasoobshirazi of the University of Georgia, Athens, focus on the
connections to expertise that metacognition provides. Scott Hunsaker of Utah State University
discusses a specific metacognitive strategy called “marginalia“.
Smaragda Kazi, Nikolaos Makris and Andreas Denetriou of Patheon University of Social
Science, Greece, the University of Thrace, Greece and the University of Cyprus, in Cyprus
discuss the on going developmental process of the self-mapping of cognitive processes from
early childhood to adolescence. Their challenging series of experiments are engaging to read,
review and examine and the methodologically pristine nature of their research deserves
recognition.
David Moshman of the University of Nebraska discusses the realm of epistemic
development and the perils of change of operational definitions and how this relates to
2 Michael F. Shaughnessy, Marcel V. J. Veenman and Cynthia Kleyn-Kennedy
metacognition and thinking. Virginia Mahan of South Plains College in Texas provides an
overview of the realm of metacognition in terms of multicultural education.
Marcel V.J. Veenman of Leiden Univesity delves into the realm of giftedness and
discusses the speed of expertise acquisition relative to intellectual ability and the
metacognitive skillfulness of novices. The “ expert vs. novice “ construct is one that has been
investigated in metacognitive research for many years.
Seyed Mohammed Alavi and Mayhar Ganjabi have investigated the domain of second
language learning and the metacognitive aspects involved in terms of reading comprehension.
They indicate areas of needed future research and examine both cognitive and metacognitive
strategies.
The book ends with an interview with John Flavell whose pioneering work in the realm
of metacognition is well known to us all. This book is dedicated to his initial ground breaking
work and we acknowledge a debt of gratitude to him for all of his work over the years.