The Cognitive Neuroscience of Metacognition PDF Download

Author: Stephen M. Fleming
Publisher: Springer Science & Business Media
ISBN: 364245190X
Category : Science
Languages : en
Pages : 398

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Book Description
Metacognition is the capacity to reflect upon and evaluate cognition and behaviour. Long of interest to philosophers and psychologists, metacognition has recently become the target of research in the cognitive neurosciences. By combining brain imaging, computational modeling, neuropsychology and insights from psychiatry, the present book offers a picture of the metacognitive functions of the brain. Chapters cover the definition and measurement of metacognition in humans and non-human animals, the computational underpinnings of metacognitive judgments the cognitive neuroscience of self-monitoring ranging from confidence to error-monitoring and neuropsychiatric studies of disorders of metacognition. This book provides an invaluable overview of a rapidly emerging and important field within cognitive neuroscience.

Author: John Dunlosky
Publisher: Oxford University Press
ISBN: 0199336741
Category : Psychology
Languages : en
Pages : 593

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Book Description
The Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes. Each chapter in this authoritative guide highlights a different facet of metamemory research, including classical metamemory judgments; applications of metamemory research to the classroom and courtroom; and cutting-edge perspectives on continuing debates and theory. Chapters also provide broad historical overviews of each research area and discussions of promising directions for future research. The breadth and depth of coverage on offer in this Handbook make it ideal for seminars on metamemory or metacognition. It would also be a valuable supplement for advanced courses on cognitive psychology, of use especially to graduate students and more seasoned researchers who are interested in exploring metamemory for the first time.

Author: Richard D. Lane
Publisher: Series in Affective Science
ISBN: 9780195155921
Category : Medical
Languages : en
Pages : 458

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Book Description
This book, a member of the Series in Affective Science, is a unique interdisciplinary sequence of articles on the cognitive neuroscience of emotion by some of the most well-known researchers in the area. It explores what is known about cognitive processes in emotion at the same time it reviews the processes and anatomical structures involved in emotion, determining whether there is something about emotion and its neural substrates that requires they be studied as a separate domain. Divided into four major focal points and presenting research that has been performed in the last decade, this book covers the process of emotion generation, the functions of amygdala, the conscious experience of emotion, and emotion regulation and dysregulation. Collectively, the chapters constitute a broad but selective survey of current knowledge about emotion and the brain, and they all address the close association between cognitive and emotional processes. By bringing together diverse strands of investigation with the aim of documenting current understanding of how emotion is instantiated in the brain, this book will be of use to scientists, researchers, and advanced students of psychology and neuroscience.

Author: Giuliana Mazzoni
Publisher: Psychology Press
ISBN: 1317778421
Category : Psychology
Languages : en
Pages : 250

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Book Description
Control processes are those mental functions that allow us to initiate, monitor, and prioritize mental activities. They are crucial to normal mental functioning. A better understanding of the nature of control processes and their deficits is important for clinical work and for an adequate theory of consciousness. Previously, control processes have been examined within the frameworks of two parallel but independent paradigms: those of cognitive psychology and of neuropsychology. Cognitive psychologists have stressed the theoretical and empirical nature of normal unimpaired control processes; neuropsychologists have focused on the relationships between damage to specific functional areas of the brain and deficits in specific control processes. Both have contributed extensively to our understanding of control processes. However, they have tended to operate independently, with little if any cross-talk between disciplines, despite the potential benefits such dialogue is likely to generate. This book represents the first attempt to synthesize cognitive and neuropsychological perspectives on control processes. It contains state-of-the-art reports on various aspects of control processes by experts from both disciplines.

Author: Philip David Zelazo
Publisher: Cambridge University Press
ISBN: 113946406X
Category : Psychology
Languages : en
Pages :

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Book Description
The Cambridge Handbook of Consciousness is the first of its kind in the field, and its appearance marks a unique time in the history of intellectual inquiry on the topic. After decades during which consciousness was considered beyond the scope of legitimate scientific investigation, consciousness re-emerged as a popular focus of research towards the end of the last century, and it has remained so for nearly 20 years. There are now so many different lines of investigation on consciousness that the time has come when the field may finally benefit from a book that pulls them together and, by juxtaposing them, provides a comprehensive survey of this exciting field. An authoritative desk reference, which will also be suitable as an advanced textbook.

Author: Ėduard Balashov
Publisher:
ISBN: 9781536170849
Category : Education
Languages : en
Pages : 240

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Book Description
"Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However, most studies on self-regulated learning have been prepared in the tradition more specifically focused at its mechanisms, types etc. Although self-regulated learning as a topic is far from being new, the studies, specifically placing self-regulated learning in the context of its cognitive and metacognitive aspects perspective, are rarer. The aim of this book is to precisely further explore this perspective, using theoretical and empirical data from various sources all over the globe. The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition. However, this book deals not only with the theoretical research of the various aspects of self-regulated learning. Other intriguing issues have also been examined, such as why self-regulated learning is so effective, its linkage with cognitive psychology research; developmental trends of adolescents' learning strategies and academic motivation in relation to age and gender; self-regulatory climate in college math labs; metacognitive self-regulated models in math learning for students with special needs; cognitive and metacognitive strategy use in reading; students' goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations; self-regulated cognitive and metacognitive learning strategy use and access to online learning activities to university students' academic success in a blended context etc. Qualitative and quantitative approaches to the research have produced better insight and deeper understanding of the students' goals and motives, as well as attitudes and differences in their academic achievements. Some of the chapters in this book present the empirical results of in-depth interviews, discussions and participant observation. I hope that my contribution in this book will advance our understanding of the variety in cognitive and metacognitive aspects of self-regulated learning; the differences between the attitudes and genders; the impact of cognition and metacognition on self-regulated learning of students and their academic excellence. I also hope that this book will contribute to further recognition of self-regulated learning as an interesting and important topic for further scientific research. I wish to thank to all those who have contributed to the preparation of this book. As editor, I invited scholars from different disciplines and countries to prepare their contributions in order to get the broadest possible overview of the current status of knowledge in the sphere of self-regulated learning, its connection with cognition and metacognition. I believe that the resulting variation has been properly reflected in this book. I thank all the authors not only for their contribution, but also for their accuracy during the preparation of the appropriate chapters"--

Author: Michael J. Beran
Publisher: OUP Oxford
ISBN: 0191634549
Category : Psychology
Languages : en
Pages : 364

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Book Description
Metacognition refers to the awareness an individual has of their own mental processes (also referred to as ' thinking about thinking'). In the past thirty years metacognition research has become a rapidly growing field of interdisciplinary research within the cognitive sciences. Just recently, there have been major changes in this field, stimulated by the controversial issues of metacognition in nonhuman animals and in early infancy. Consequently the question what defines a metacognitive process has become a matter of debate: how should one distinguish between simple minds that are not yet capable of any metacognitive processing, and minds with a more advanced architecture that exhibit such a capacity? Do nonhuman animals process the ability to monitor their own mental actions? If metacognition is unique to humans, then at what stage in development does it occur, and how can we distinguish between cognitive and metacognitive processes? The Foundations of Metacognition brings together leading cognitive scientists to consider these questions. It explores them from three different perspectives: from an evolutionary point of view the authors ask whether there is sufficient evidence that some non-human primates or other animals monitor their mental states and thereby exhibit a form of metacognition. From a developmental perspective the authors ask when children start to monitor, evaluate und control their own minds. And from a philosophical point of view the main issue is how to draw the line between cognitive and metacognitive processes, and how to integrate the different functions in which metacognition is involved into a single coherent picture of the mind. The foundations of metacognition - whatever they will turn out to be - have to be as complex as this pattern of connections we discover in its effects. Bringing together researchers from across the cognitive sciences, the book is valuable for philosophers of mind, developmental and comparative psychologists, and neuroscientists.

Author: John Dunlosky
Publisher: Psychology Press
ISBN: 1136648550
Category : Psychology
Languages : en
Pages : 502

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Book Description
This Handbook examines the interplay between metamemory and memory. Each contributor discusses cutting-edge theory and research that, in some way, showcases the symbiotic relationship between metamemory and memory. Together, these chapters support a central thesis, which is that a complete understanding of either metamemory or memory is not possible without understanding their mutual influence. The inspiration for this volume was the life and research of Thomas O. Nelson, whose pioneering and influential research in the fields of metamemory and memory consistently highlighted their integrated nature.

Author: Paul Lysaker
Publisher: Elsevier
ISBN: 012405174X
Category : Psychology
Languages : en
Pages : 354

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Book Description
Deficits in social cognition and metacognition in schizophrenics makes it difficult for them to understand the speech, facial expressions and hence emotion and intention of others, as well as allowing little insight into their own mental state. These deficits are associated with poor social skills, fewer social relationships, and are predictive of poorer performance in a work setting. Social Cognition and Metacognition in Schizophrenia reviews recent research advances focusing on the precise nature of these deficits, when and how they manifest themselves, what their effect is on the course of schizophrenia, and how each can be treated. These deficits may themselves be why schizophrenia is so difficult to resolve; by focusing on the deficits, recovery may be quicker and long lasting. This book discusses such deficits in early onset, first episode, and prolonged schizophrenia; how the deficits relate to each other and to other forms of psychopathology; how the deficits affect social, psychological, and vocational functioning; and how best to treat the deficits in either individual or group settings. - Summarizes the types of social cognitive and metacognitive deficits present in schizophrenia - Discusses how deficits are related to each other and to other forms of psychopathology - Describes how deficits impact function and affect the recovery process - Provides treatment approaches for these deficits

Author: Usha Goswami
Publisher: Routledge
ISBN: 1317410041
Category : Psychology
Languages : en
Pages : 925

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Book Description
Cognitive Development and Cognitive Neuroscience: The Learning Brain is a thoroughly revised edition of the bestselling Cognitive Development. The new edition of this full-colour textbook has been updated with the latest research in cognitive neuroscience, going beyond Piaget and traditional theories to demonstrate how emerging data from the brain sciences require a new theoretical framework for teaching cognitive development, based on learning. Building on the framework for teaching cognitive development presented in the first edition, Goswami shows how different cognitive domains such as language, causal reasoning and theory of mind may emerge from automatic neural perceptual processes. Cognitive Neuroscience and Cognitive Development integrates principles and data from cognitive science, neuroscience, computer modelling and studies of non-human animals into a model that transforms the study of cognitive development to produce both a key introductory text and a book which encourages the reader to move beyond the superficial and gain a deeper understanding of the subject matter. Cognitive Development and Cognitive Neuroscience is essential for students of developmental and cognitive psychology, education, language and the learning sciences. It will also be of interest to anyone training to work with children.