|aMetacognition, strategy use, and instruction /|cby Harriet Salatas Waters and Wolfgang Schneider, editors.
|aNew York :|bGuilford Press,|cc2010.
|axvi, 304 p. :|bill. ;|c24 cm.
|aIncludes bibliographical references and index.
|tMetacognition and strategy discovery in early childhood / |r Harriet Salatas Waters, |r Thomas W. Kunnmann -- |t Teachers' "mnemonic style" and the development of skilled memory / |r Peter A. Ornstein, |r Jennie K. Grammer, |r Jennifer L. Coffman -- |t Metacognition and memory development in childhood and adolescence / |r Wolfgang Schneider -- |t Self-explanations promote children's learning / |r Robert S. Siegler, |r Xiaodong Lin -- |t Bird experts: a study of child and adult knowledge utilization / |r Harriet Salatas Waters, |r Theodore E. A. Waters -- |t The dual components of developing strategy use: production and inhibition / |r Deanna Kuhn, |r Maria Pease -- |t Fostering scientific reasoning with multimedia instruction / |r Richard E. Mayer -- |t The importance of metacognition for conceptual change and strategy use in mathematics / |r Martha Carr -- |t Determining and describing reading strategies: internet and traditional forms of reading / |r Peter Afflerbach, |r Byeong-Young Cho -- |t Metacognition and strategies instruction in writing / |r Karen R. Harris, |r Tanya Santangelo, |r Steve Graham -- |t Metacognition, intelligence, and academic performance / |r Cesare Cornoldi -- |t Common themes and future challenges / |r Harriet Salatas Waters, |r Wolfgang Schneider.