Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one…
"Positively Smarter brings together seven principles for connecting the science of neuroplasticity to practical strategies for enhancing the synergy of happiness, achievement, and physical well-being. Moving beyond common myths and misconceptions that these three areas of life a…
Positively Smarter brings together seven principles for connecting the science of nEuroplasticity to practical strategies for enhancing the synergy of happiness, achievement, and physical well-being. Moving beyond common myths, the text builds an evidence-based paradigm to empow…
This is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, t…
Come si autoregolano gli studenti? Quali aspetti motivazionali cognitivi e metacognitivi interagiscono nel loro processo di apprendimento?
"Cette recherche, menée auprès de 281 apprenants francophones en formation professionnelle initiale dans deux cantons de Suisse romande, analyse les processus d'apprentissage chez les adolescents et les jeunes adultes. L'auteur met en évidence la façon dont les étudiants s'autor…
Does metacognition - the capacity to self-evaluate one's cognitive performance - derive from a mindreading capacity, or does it rely on informational processes? Joëlle Proust draws on psychology and neuroscience to defend the second claim. She argues that metacognition need not …
Does metacognition, i.e. the capacity to form epistemic self-evaluations about one's current cognitive performance, derive from a mindreading capacity, or does it rely, at least in part, on sui generis informational processes? In The Philosophy of Metacognition Joëlle Proust pro…
Does metacognition - the capacity to self-evaluate one's cognitive performance - derive from a mindreading capacity, or does it rely on informational processes? Joëlle Proust draws on psychology and neuroscience to defend the second claim. She argues that metacognition need not …
Does metacognition, i.e. the capacity to form epistemic self-evaluations about one's current cognitive performance, derive from a mindreading capacity, or does it rely, at least in part, on sui generis informational processes? In The Philosophy of Metacognition Joëlle Proust pro…
