Reading Schedule

All readings can be downloaded as pdf files from ereserves.





Introduction to metacognition, the course, and each other.

Kuhn, D. (2000). Metacognitive development. Current directions in psychological science, 9(5), 178-181.

For background, read ONE of the following

Hacker, D. J. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum, chapter 1, pp. 1-24.

Schraw, G., & Moshman (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.



Metacognitive beginnings – where did we come from and how did we get here?

Paris, S. (2002). When is metacognition helpful, debilitating, or benign? In P. Chambres, M. Izaute & P.-J. Marescaux (Eds.), Metacognition: Process, function and use (pp. 105-120). Boston: Kluwer.

Read ONE of the following:

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.

Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In Schoenfeld, A. H. (Ed), Cognitive Science and Mathematics Education, pages 189-215.



AERA Week: No class - work on project prospectus. Skim ahead to readings that you are interested in incorporating into your project.



Teaching people to be metacognitive. Guest speaker: Prof. John Frederiksen

Palinscar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21(1-2), 73-98 .

White, B., & Frederiksen, J. (2005) A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40(4), 211–223.

The two readings above are on specific interventions. For a more general approach, read ONE of the following (they are short and long versions of the same thing).

Short: Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15, Winter, 6-11, 38-46.

Long: Collins, A., Brown J., & Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L, Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, 453-494. Hillsdale, NJ: Erlbaum.



Metacognitive development

Brown, A. L., & Reeve, R. A. (1986). Reflections on the growth of reflection in children. Cognitive Development, 1, 405-416.

Scardamalia, M., & Bereiter, C. (1983). Child as co-investigator: Helping children to gain insight into their own mental processes. In S. G. Paris, M. Olson, & H. W. Stevenson (Eds.), Learning and motivation in the classroom. (pp. 61-82) Hillsdale, NJ: Erlbaum

Possibly Kurtz, et al Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development. Dev Psy 1990



Social contexts and metacognition

Hogan, K. (2001) Collective metacognition: The interplay of individual, social, and cultural meanings in small groups' reflective thinking. In Columbus, F. (Ed.), Advances in psychology research, vol. 7, pages 199-239.

Examples/related readings:

Valot, C. (2002). An ecological approach to metacognitive regulation in the adult. In P. Chambres, M. Izaute & P.-J. Marescaux (Eds.), Metacognition: Process, function and use (pp. 105-120). Boston: Kluwer Academic Publishers.

Scardamalia, M.(2002) Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.) Liberal education in a knowledge society. Chicago: Open Court.



Goals and strategies, will and skill

Nolen, S. B. (1996). Why study? How reasons for learning influence strategy selection. Educational Psychology Review, 8(4), 335-355.

Pick TWO of the following three empirical studies:

Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287.

Pintrich, P., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.



Self-regulated learning

Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The cambridge handbook of expertise and expert performance (pp. 705-722). New York, NY: Cambridge University Press.

Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30(4), 173-188.

Commentaries on Winne (1995):

  • Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories. Educational Psychologist, 30(4), 195-200.
  • Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30(4), 207-212.



Metamotivation/Emotion control

Wolters, C. A. (2003). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38(4), 189-205.

Read ONE of the following:

Boekaerts, M. (2002). Unraveling the mental representation students make of stressful events (pp. 39-59). In G. S. Gates & M. Woolverton (Eds.), Toward wellness: Prevention, coping, and stress. Greenwich, CT: Information Age Publishing.

Boekaerts, M. (2002a). Intensity of emotions, emotional regulation, and goal framing: How are they related to adolescents' choice of coping strategies? Educational Psychologist, 15(4), 401-412.



Project Sharing

Informal sharing of projects. Please bring copies of your abstract and bibliography.


FINALS WEEK: Last day to hand in written work: Monday 6/4 4pm