Developmental and Educational Implications of Metacognition -- Introduction: The Present and the Future in Metacognition -- Basic Research in Metacognition -- Metacognition in Nonhumans: Methodological and Theoretical Issues in Uncertainty Monitoring -- The Metacognitive Role of Familiarity in Artificial Grammar Learning: Transitions from Unconscious to Conscious Knowledge -- Fringe Consciousness: A Useful Framework for Clarifying the Nature of Experience-Based Metacognitive Feelings -- Further Insight into Cognitive and Metacognitive Processes of the Tip-of-the-Tongue State with an Amnesic Drug as Cognitive Tool -- Prospective Memory Failure and the Metacognitive Experienceof “Blank in the Mind” -- Metamemory in Schizophrenia: Monitoring or Control Deficit? -- The Realism in Children’s Metacognitive Judgments of Their Episodic Memory Performance -- Cognitive Interruption as an Object of Metacognitive Monitoring: Feeling of Difficulty and Surprise -- Tracking On-Line Metacognition: Monitoring and Regulating Comprehension in Reading -- Developmental and Educational Implications of Metacognition -- Metacognition in Young Children: Current Methodological and Theoretical Developments -- Metacognitive Development in Early Childhood: New Questions about Old Assumptions -- Children’s Metacognition and Theory of Mind: Bridging the Gap -- Self-Confidence and Academic Achievements in Primary-School Children: Their Relationships and Links to Parental Bonds, Intelligence, Age, and Gender -- Metacognition and Reading Comprehension: Age and Gender Differences -- Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students -- Metacognition and Spelling Performance in College Students -- Computer Use in a Primary School: A Case-Study of Self-Regulated Learning -- University Teachers Engaged in Critical Self-Regulation: How May They Influence Their Students? -- Metacognitive Knowledge of Decision-Making: An Explorative Study.

Trends and Prospects in Metacognition Research Anastasia Efklides and Plousia Misailidi, editors The mechanisms of metacognition—our knowledge of how we know—have yet to be fully explained, and its development in childhood has yet to be fully understood. Taking as its starting point the discussion about the roots of conscious and unconscious awareness, Trends and Prospects in Metacognition Research clarifies these processes—along with many others—in a stimulating attempt to unite disparate areas of research and theory. The book illuminates both familiar and less frequently studied metacognitive phenomena, bringing new methodologies and fresh challenges to long-held ideas about self-regulation and control, distinctions between cognition and metacognition, the social contexts of children’s learning and metacognition, and the trainability of metacognitive skills. In keeping with its integrative approach, basic and applied research are given equal emphasis as chapters examine research trends most likely to impact the future of the field, including the following: • Metacognition in non-human species. • Tip-of-the-tongue and blank-in-the-mind states. • Fringe consciousness. • Metamemory deficits in schizophrenia. • Metacognition, uncertainty, and confidence among young children. • Teachers’ use of metacognition in the classroom. • Metacognitive knowledge of decision making. Trends and Prospects in Metacognition Research offers researchers in psychology, education, and cognitive science vital new perspectives and insights into their work, with a keen eye toward the future of their rapidly evolving field.