Information Technology Reference
In-Depth Information
Azevedo, R., Witherspoon, A. M., Graesser, A., McNamara, D., Rus, V., Cai, Z., et al. (2008).
MetaTutor: An adaptive hypermedia system for training and fostering self-regulated learning
about complex science topics
. Paper to be presented at a Symposium on ITSs with Agents at
the Annual Meeting of the Society for Computers in Psychology, Chicago.
Baker, L., & Cerro, L. (2000). Assessing metacognition in children and adults. In G. Schraw &
J. Impara (Eds.),
Issues in the measurement of metacognition
(pp. 99-145). Lincoln, NE:
University of Nebraska-Lincoln.
Biswas, G., Leelawong, K., Schwartz, D., & the Teachable Agents Group at Vanderbilt. (2005).
Learning by teaching: A new agent paradigm for educational software.
Applied Artificial
Intelligence
,
19
, 363-392.
Boekaerts, M., Pintrich, P., & Zeidner, M. (2000).
Handbook of self-regulation
. San Diego, CA:
Academic Press.
Borkowski, J., Chan, L., & Muthukrishna, N. (2000). A process-oriented model of metacog-
nition: Links between motivation and executive functioning. In G. Schraw & J. Impara
(Eds.),
Issues in the measurement of metacognition
(pp. 1-42). Lincoln, NE: University of
Nebraska-Lincoln.
Brusilovsky, P. (2001). Adaptive hypermedia.
User Modeling and User-Adapted Interaction
,
11
,
87-110.
Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconcep-
tions are robust.
Journal of the Learning Sciences
,
14
(2), 161-199.
Chi, M. T. H., Siler, S., & Jeong, H. (2004). Can tutors monitor students' understanding accurately?
Cognition and Instruction
,
22
, 363-387.
Cox, R. (1999). Representation construction, externalized cognition and individual differences.
Learning and Instruction
,
9
, 343-363.
Derry, S. J., & Lajoie, S. P. (1993).
Computers as cognitive tools
. Hillsdale, NJ: Erlbaum.
Dunlosky, J., & Bjork, R. (Eds.) (2008).
Handbook of metamemory and memory
.NewYork:
Taylor & Francis.
Dunlosky, J., & Metcalfe, J. (2009).
Metacognition
. Thousand Oaks, CA: Sage Publications, Inc.
Dunlosky, J., Hertzog, C., Kennedy, M., & Thiede, K. (2005). The self-monitoring approach for
effective learning.
Cognitive Technology
,
9
, 4-11.
Dunlosky, J., Rawson, K. A., &McDonald, S. L. (2002). Influence of practice tests on the accuracy
of predicting memory performance for paired associates, sentences, and text material. In T. J.
Perfect & B. L. Schwartz (Eds.),
Applied metacognition
(pp. 68-92). Cambridge: Cambridge
University Press.
Dunlosky, J., Rawson, K. A., & Middleton, E. L. (2005). What constrains the accuracy
of metacomprehension judgments? Testing the transfer-appropriate-monitoring and acces-
sibility hypotheses.
Journal of Memory and Language. Special Issue: Metamemory
,
52
,
551-565.
Goldman, S. (2003). Learning in complex domains: When and why do multiple representations
help?
Learning and Instruction
,
13
, 239-244.
Graesser, A. C., Jeon, M., & Dufty, D. (2008). Agent technologies designed to facilitate interactive
knowledge construction.
Discourse Processes
,
45
, 298-322.
Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their rela-
tions to the acquisition of a sophisticated mental model of a complex system.
Contemporary
Educational Psychology
,
34
(1), 18-29.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.) (1998).
Metacognition in educational theory
and practice
. Mahwah, NJ: Erlbaum.
Hacker, D., Dunlosky, J., & Graesser, A. (2009) (Eds.),
Handbook of Metacognition in Education
.
New York, NY: Routledge.
Jacobson, M. (2008). A design framework for educational hypermedia systems: Theory, research,
and learning emerging scientific conceptual perspectives.
Educational Technology Research &
Development
,
56
, 5-28.
Jonassen, D. H., & Land, S. M. (2000).
Theoretical foundations of learning environments
.
Mahwah, NJ: Erlbaum.