The Oxford Handbook of Metamemory

John Dunlosky is a professor of psychology at Kent State University, where he has taught since 2004. He has contributed empirical and theoretical work on memory and metacognition, including theories of self-regulated learning and metacomprehension. He co-authored Metacognition, which is the first textbook on the topic, and he also serves as an Associate Editor for the Psychonomic Bulletin & Review.Sarah "Uma" Tauber earned her PhD from Colorado State University and received post-doctoral training at Kent State University. Her research focuses on how people monitor and control their on-going learning, and how monitoring and control processes are influenced by aging in adulthood. She will begin is an assistant professor of psychology at Texas Christian University.

• The Oxford Handbook of Metamemory ; Edited by John Dunlosky and Sarah K. Tauber ; Part I. Preface (R. Bjork) ; Part II. Introduction to Metamemory ; 1. A Brief History of Metamemory Research and Handbook Overview (Tauber and Dunlosky) ; 2. Methodology for Investigating Human Metamemory: Problems and Pitfalls (Dunlosky, Mueller, and Thiede) ; 3. Internal Mapping and Its Impact on Measures of Absolute and Relative Metacognitive Accuracy (Higham, Zawadzka, and Hanczakowski) ; Part III. Metamemory Monitoring: Classical Judgments ; 4. Judgments of Learning: Methods, Data, and Theory (Rhodes) ; 5. Introspecting on the Elusive: The Uncanny State of the Feeling of Knowing (Thomas, Lee, and Hughes) ; 6. Tip-of-the-Tongue States, Deja Vu Experiences, and Other Odd Metacognitive Experiences (Schwartz and Cleary) ; 7. Sources of Bias in Judgment and Decision Making (Tidwell, Buttaccio, Chrabaszcz, and Dougherty) ; 8. The Self-Consistency Theory of Subjective Confidence (Koriat and Adiv) ; 9. Metacognitive Aspects of Source Monitoring (Kuhlmann and Bayen) ; Part IV. Metamemory Monitoring: Special Issues ; 10. Monitoring and Regulation of Accuracy in Eyewitness Memory: Time to Get Some Control (Hollins and Weber) ; 11. Metamemory and Education (Soderstrom, Yue, and Bjork) ; 12. Prospective Memory: A Framework for Research on Metaintentions (Smith) ; 13. Metamemory and Affect (Efklides) ; 14. Do Nonhuman Animals Have Metamemory? (Washburn) ; 15. Looking Back and Forward on Hindsight Bias (Bernstein, Assfalg, Kumar, and Ackerman) ; Part V. Control of Memory ; 16. The Metacognitive Foundations of Effective Remembering (Fiechter, Benjamin, and Unsworth) ; 17. Self-Regulated Learning: An Overview of Theory and Data (Kornell and Finn) ; 18. The Need for Metaforgetting: Insights for Directed Forgetting (Sahakyan and Foster) ; 19. Quality Control in Memory Retrieval and Reporting (Goldsmith) ; 20. Three Pillars of False Memory Prevention: Orientation, Evaluation, and Corroboration (Gallo and Lampinen) ; Part VI. Neurocognition of Metamemory ; 21. The Ghost in the Machine: Self-Reflective Consciousness and the Neuroscience of Metacognition (Metcalfe and Schwartz) ; 22. The Cognitive Neuroscience of Source Monitoring (Mitchell) ; 23. Anosognosia and Metacognition in Alzheimer's Disease: Insights from Experimental Psychology (Ernst, Moulin, Souchay, Mograbi, and Morris) ; 24. Metamemory in Psychopathology (Izaute and Bacon) ; Part VII. Development of Metamemory ; 25. The Development of Metacognitive Knowledge in Children and Adolescents (Schnieder and Loffler) ; 26. Monitoring Memory in Old Age: Impaired, Spared, and Aware (Castel, Middlebrooks, and McGillivray) ; 27. Development of Control Processes in Adulthood (Hertzog) ; Index

"The Handbook of Metamemory offers a comprehensive, perceptive and engaging tour of theory and research on metamemory. Cognitive psychologists and learning scientists will find it an invaluable, up-to-date resource on this vital topic." --Philip H. Winne, Professor and Associate Dean of Graduate Studies & Research, Faculty of Education, Simon Fraser University"This new handbook provides a commanding overview of research on students' (and others') knowledge about their memories, with chapters written by leading experts in the field. The book is perfect for graduate or advanced undergraduate seminars." --Henry L. Roediger, III, James S. McDonnell Distinguished University Professor of Psychology, Washington University in St. Louis