There is a growing theoretical and practical interest in the topic of metacognition; how we monitor and control our mental processes. Applied Metacognition provides a coherent and up-to-date overview of the relation between theories in metacognition and their application in real-world situations. As well as a theoretical overview, there are substantive chapters covering metacognition in three areas of application: metacognition in education, metacognition in everyday life memory and metacognition in different populations. A diverse range of topics are covered such as how we judge our own learning, why we create false beliefs about our past, how children learn to monitor and control their memory, how well eyewitnesses can judge the accuracy of their own memories and how memory judgements change across the lifespan. The book has contributions from many of the leading researchers in metacognition from around the world.
-Contents

Introduction;
1. Toward an applied metacognition Bennett L. Schwartz and Timothy J. Perfect; Part I. Metacognition in Learning and Education;
2. The relation between metacognitive monitoring and control Lisa K. Son and Bennett L. Schwartz;
3. Metacognition for text: findings and implications for education Ruth H. Maki and Michael J. McGuire;
4. Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material John Dunlosky, Katherine Rawson and Susan L. McDonald;

Part II. Metacognition in Everyday Memory

5. When does eyewitness confidence predict performance? Timothy J. Perfect;
6. Autobiographical memories and beliefs: a preliminary metacognitive model Giuliana Mazzoni and Irving Kirsch;
7. Students' experiences of unconscious plagiarism: did I beget or forget? Marie Carroll and Timothy J. Perfect;

Part III. Metacognition in Different Populations:

8. Metacognition in older adults: implications for application Christopher Hertzog;
9. Sense and sensitivity: metacognition in Alzheimer's disease Chris Moulin;
10. The development of metacognitive knowledge in children and adolescents Wolfgang Schneider and Kathrin Lockl; Conclusions;
11. Metacognition research: an interim report Asher Koriat.