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Applied metacognition / / edited by Timothy J. Perfect, Bennett L. Schwartz [[electronic resource]]
| Applied metacognition / / edited by Timothy J. Perfect, Bennett L. Schwartz [[electronic resource]] |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2002 |
| Descrizione fisica | 1 online resource (xi, 297 pages) : digital, PDF file(s) |
| Disciplina | 153 |
| Soggetto topico | Metacognition |
| ISBN |
1-107-13049-2
1-280-43313-2 0-511-17818-2 0-511-04149-7 0-511-14867-4 0-511-32366-2 0-511-48997-8 0-511-04770-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Half-title; Title; Copyright; Dedication; Contents; Contributors; Preface; 1 Introduction: toward an applied metacognition; Part 1 Metacognition in learning and education; Part 2 Metacognition in everyday memory; Part 3 Metacognition in different populations; Conclusions; 11 Metacognition research: an interim report; Index |
| Record Nr. | UNINA-9910449839203321 |
| Cambridge : , : Cambridge University Press, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Applied metacognition / / edited by Timothy J. Perfect, Bennett L. Schwartz [[electronic resource]]
| Applied metacognition / / edited by Timothy J. Perfect, Bennett L. Schwartz [[electronic resource]] |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2002 |
| Descrizione fisica | 1 online resource (xi, 297 pages) : digital, PDF file(s) |
| Disciplina | 153 |
| Soggetto topico | Metacognition |
| ISBN |
1-107-13049-2
1-280-43313-2 0-511-17818-2 0-511-04149-7 0-511-14867-4 0-511-32366-2 0-511-48997-8 0-511-04770-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Half-title; Title; Copyright; Dedication; Contents; Contributors; Preface; 1 Introduction: toward an applied metacognition; Part 1 Metacognition in learning and education; Part 2 Metacognition in everyday memory; Part 3 Metacognition in different populations; Conclusions; 11 Metacognition research: an interim report; Index |
| Record Nr. | UNINA-9910777382603321 |
| Cambridge : , : Cambridge University Press, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Applied metacognition / / edited by Timothy J. Perfect, Bennett L. Schwartz [[electronic resource]]
| Applied metacognition / / edited by Timothy J. Perfect, Bennett L. Schwartz [[electronic resource]] |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2002 |
| Descrizione fisica | 1 online resource (xi, 297 pages) : digital, PDF file(s) |
| Disciplina | 153 |
| Soggetto topico | Metacognition |
| ISBN |
1-107-13049-2
1-280-43313-2 0-511-17818-2 0-511-04149-7 0-511-14867-4 0-511-32366-2 0-511-48997-8 0-511-04770-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Half-title; Title; Copyright; Dedication; Contents; Contributors; Preface; 1 Introduction: toward an applied metacognition; Part 1 Metacognition in learning and education; Part 2 Metacognition in everyday memory; Part 3 Metacognition in different populations; Conclusions; 11 Metacognition research: an interim report; Index |
| Record Nr. | UNINA-9910819057903321 |
| Cambridge : , : Cambridge University Press, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emotional disorders and metacognition [[electronic resource] ] : innovative cognitive therapy / / Adrian Wells
| Emotional disorders and metacognition [[electronic resource] ] : innovative cognitive therapy / / Adrian Wells |
| Autore | Wells Adrian |
| Edizione | [Reprinted with corrections 2001.] |
| Pubbl/distr/stampa | Chichester, : Wiley, 2001 |
| Descrizione fisica | 1 online resource (254 p.) |
| Disciplina |
616.89
616.89142 |
| Soggetto topico |
Cognitive therapy
Metacognition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-470-84219-9
0-470-71366-6 1-281-84117-X 9786611841171 0-470-85468-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Emotional Disorders and Metacognition: Innovative Cognitive Therapy; CONTENTS; List of Figures; List of Tables; About the Author; Preface; Acknowledgements; PART I THEORETICAL PERSPECTIVES; 1 SETTING THE STAGE: METACOGNITION AND COGNITIVE THERAPY; Metacognition; Varieties of metacognition; knowledge; experiences; metacognitive control strategies; Emotion, metacognitive monitoring and control; Conclusions; 2 THE SELF-REGULATORY EXECUTIVE FUNCTION (S-REF) MODEL; Cognitive-emotional regulation: the S-REF Model; outline of Self-referent knowledge (beliefs); plans and goals
System operating characteristicsCauses and effects of emotion; Internal events and feelings as metacognitive data; The maintenance of psychological disorder; Belief change: mental modes and coping; Functions of thought: a special role for imagery; Conclusions; 3 METACOGNITION AND EMOTIONAL DISORDER: EVIDENCE FOR THE S-REF MODEL; Prediction 1(a): Metacognitive beliefs and trait emotion; Prediction 1(b): Effects of metacognitive belief manipulation; Prediction 2 Metacognitions and maladaptive coping; Prediction 3: Metacognitive thought control strategies Prediction 4 Deleterious effects of worrying ruminationPrediction 5: Cognitive efficiency; Conclusions; 4 EMOTIONAL PROCESSING, THE S-REF AND TRAUMA THERAPY; Emotional processing; Bower's network model of mood and memory; Ingram's network model of depression; Summary of network limitations; The S-REF perspective on emotional processing; architecture; Level of representation; goals and coping; metacognitions and attention; Failure and success in emotional processing; coping strategies; metacognitions; situational factors; symptom appraisals; Low-level maladaption S-REF treatment guidelines for overcoming trauma reactionsConclusions; 5 S-REF, SCHEMA THEORY AND INTERACTIVE COGNITIVE SUBSYSTEMS (ICS); S-REF and schema theory; S-REF and interacting cognitive subsystems (ICS); architectural considerations; limitations of implicational codes; dynamics of cognitive control; simplistic view of self-awareness; modifying problematic processing modes; worry/rumination cycles; interruption of worry cycles; Comparative treatment implications of S-REF versus ICS; treatment goals; specific strategies: mindfulness training and attention training Summary and conclusionsPART II CLINICAL APPLICATIONS; 6 METACOGNITIVE FOCUSED THERAPY: BASIC CONSTRUCTS; General treatment principles; Cognitive and behavioural responses change cognition; Stress management strategies; Developing metacognitive control; A dynamic view of cognitive-behavioural modification; Summary of general treatment implications; Conclusions; 7 CLINICAL ASSESSMENT OF METACOGNITIONS; Reformulated A-B-C analysis; Metacognitive profiling; meta-beliefs/ appraisals; coping strategies; attention; memory; judgements; mode; Three questionnaire measures of metacognition metacognitions questionnaire (MCQ) |
| Record Nr. | UNINA-9910143513603321 |
Wells Adrian
|
||
| Chichester, : Wiley, 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emotional disorders and metacognition [[electronic resource] ] : innovative cognitive therapy / / Adrian Wells
| Emotional disorders and metacognition [[electronic resource] ] : innovative cognitive therapy / / Adrian Wells |
| Autore | Wells Adrian |
| Edizione | [Reprinted with corrections 2001.] |
| Pubbl/distr/stampa | Chichester, : Wiley, 2001 |
| Descrizione fisica | 1 online resource (254 p.) |
| Disciplina |
616.89
616.89142 |
| Soggetto topico |
Cognitive therapy
Metacognition |
| ISBN |
0-470-84219-9
0-470-71366-6 1-281-84117-X 9786611841171 0-470-85468-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Emotional Disorders and Metacognition: Innovative Cognitive Therapy; CONTENTS; List of Figures; List of Tables; About the Author; Preface; Acknowledgements; PART I THEORETICAL PERSPECTIVES; 1 SETTING THE STAGE: METACOGNITION AND COGNITIVE THERAPY; Metacognition; Varieties of metacognition; knowledge; experiences; metacognitive control strategies; Emotion, metacognitive monitoring and control; Conclusions; 2 THE SELF-REGULATORY EXECUTIVE FUNCTION (S-REF) MODEL; Cognitive-emotional regulation: the S-REF Model; outline of Self-referent knowledge (beliefs); plans and goals
System operating characteristicsCauses and effects of emotion; Internal events and feelings as metacognitive data; The maintenance of psychological disorder; Belief change: mental modes and coping; Functions of thought: a special role for imagery; Conclusions; 3 METACOGNITION AND EMOTIONAL DISORDER: EVIDENCE FOR THE S-REF MODEL; Prediction 1(a): Metacognitive beliefs and trait emotion; Prediction 1(b): Effects of metacognitive belief manipulation; Prediction 2 Metacognitions and maladaptive coping; Prediction 3: Metacognitive thought control strategies Prediction 4 Deleterious effects of worrying ruminationPrediction 5: Cognitive efficiency; Conclusions; 4 EMOTIONAL PROCESSING, THE S-REF AND TRAUMA THERAPY; Emotional processing; Bower's network model of mood and memory; Ingram's network model of depression; Summary of network limitations; The S-REF perspective on emotional processing; architecture; Level of representation; goals and coping; metacognitions and attention; Failure and success in emotional processing; coping strategies; metacognitions; situational factors; symptom appraisals; Low-level maladaption S-REF treatment guidelines for overcoming trauma reactionsConclusions; 5 S-REF, SCHEMA THEORY AND INTERACTIVE COGNITIVE SUBSYSTEMS (ICS); S-REF and schema theory; S-REF and interacting cognitive subsystems (ICS); architectural considerations; limitations of implicational codes; dynamics of cognitive control; simplistic view of self-awareness; modifying problematic processing modes; worry/rumination cycles; interruption of worry cycles; Comparative treatment implications of S-REF versus ICS; treatment goals; specific strategies: mindfulness training and attention training Summary and conclusionsPART II CLINICAL APPLICATIONS; 6 METACOGNITIVE FOCUSED THERAPY: BASIC CONSTRUCTS; General treatment principles; Cognitive and behavioural responses change cognition; Stress management strategies; Developing metacognitive control; A dynamic view of cognitive-behavioural modification; Summary of general treatment implications; Conclusions; 7 CLINICAL ASSESSMENT OF METACOGNITIONS; Reformulated A-B-C analysis; Metacognitive profiling; meta-beliefs/ appraisals; coping strategies; attention; memory; judgements; mode; Three questionnaire measures of metacognition metacognitions questionnaire (MCQ) |
| Record Nr. | UNINA-9910830780403321 |
|
Wells Adrian
|
||
| Chichester, : Wiley, 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emotional disorders and metacognition [[electronic resource] ] : innovative cognitive therapy / / Adrian Wells
| Emotional disorders and metacognition [[electronic resource] ] : innovative cognitive therapy / / Adrian Wells |
| Autore | Wells Adrian |
| Edizione | [Reprinted with corrections 2001.] |
| Pubbl/distr/stampa | Chichester, : Wiley, 2001 |
| Descrizione fisica | 1 online resource (254 p.) |
| Disciplina |
616.89
616.89142 |
| Soggetto topico |
Cognitive therapy
Metacognition |
| ISBN |
0-470-84219-9
0-470-71366-6 1-281-84117-X 9786611841171 0-470-85468-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Emotional Disorders and Metacognition: Innovative Cognitive Therapy; CONTENTS; List of Figures; List of Tables; About the Author; Preface; Acknowledgements; PART I THEORETICAL PERSPECTIVES; 1 SETTING THE STAGE: METACOGNITION AND COGNITIVE THERAPY; Metacognition; Varieties of metacognition; knowledge; experiences; metacognitive control strategies; Emotion, metacognitive monitoring and control; Conclusions; 2 THE SELF-REGULATORY EXECUTIVE FUNCTION (S-REF) MODEL; Cognitive-emotional regulation: the S-REF Model; outline of Self-referent knowledge (beliefs); plans and goals
System operating characteristicsCauses and effects of emotion; Internal events and feelings as metacognitive data; The maintenance of psychological disorder; Belief change: mental modes and coping; Functions of thought: a special role for imagery; Conclusions; 3 METACOGNITION AND EMOTIONAL DISORDER: EVIDENCE FOR THE S-REF MODEL; Prediction 1(a): Metacognitive beliefs and trait emotion; Prediction 1(b): Effects of metacognitive belief manipulation; Prediction 2 Metacognitions and maladaptive coping; Prediction 3: Metacognitive thought control strategies Prediction 4 Deleterious effects of worrying ruminationPrediction 5: Cognitive efficiency; Conclusions; 4 EMOTIONAL PROCESSING, THE S-REF AND TRAUMA THERAPY; Emotional processing; Bower's network model of mood and memory; Ingram's network model of depression; Summary of network limitations; The S-REF perspective on emotional processing; architecture; Level of representation; goals and coping; metacognitions and attention; Failure and success in emotional processing; coping strategies; metacognitions; situational factors; symptom appraisals; Low-level maladaption S-REF treatment guidelines for overcoming trauma reactionsConclusions; 5 S-REF, SCHEMA THEORY AND INTERACTIVE COGNITIVE SUBSYSTEMS (ICS); S-REF and schema theory; S-REF and interacting cognitive subsystems (ICS); architectural considerations; limitations of implicational codes; dynamics of cognitive control; simplistic view of self-awareness; modifying problematic processing modes; worry/rumination cycles; interruption of worry cycles; Comparative treatment implications of S-REF versus ICS; treatment goals; specific strategies: mindfulness training and attention training Summary and conclusionsPART II CLINICAL APPLICATIONS; 6 METACOGNITIVE FOCUSED THERAPY: BASIC CONSTRUCTS; General treatment principles; Cognitive and behavioural responses change cognition; Stress management strategies; Developing metacognitive control; A dynamic view of cognitive-behavioural modification; Summary of general treatment implications; Conclusions; 7 CLINICAL ASSESSMENT OF METACOGNITIONS; Reformulated A-B-C analysis; Metacognitive profiling; meta-beliefs/ appraisals; coping strategies; attention; memory; judgements; mode; Three questionnaire measures of metacognition metacognitions questionnaire (MCQ) |
| Record Nr. | UNINA-9910841195603321 |
|
Wells Adrian
|
||
| Chichester, : Wiley, 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Exploring the Cross-Language Transfer of L1 Rhetorical Knowledge in L2 Writing : Cognitive and Metacognitive Perspectives / / Xing Wei
| Exploring the Cross-Language Transfer of L1 Rhetorical Knowledge in L2 Writing : Cognitive and Metacognitive Perspectives / / Xing Wei |
| Autore | Wei Xing <1960-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (251 pages) |
| Disciplina | 153 |
| Soggetto topico |
Metacognition
Second language acquisition |
| ISBN | 981-9976-37-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- List of Figures -- List of Tables -- 1 Introduction -- 1.1 Research Background -- 1.2 Significance of the Study of L1-to-L2 Rhetorical Transfer -- 1.3 Organization of This Book -- References -- 2 On Rhetorical Transfer and Writing Metacognition -- 2.1 Notions of Rhetoric and Writing -- 2.1.1 Fundamentals of Rhetoric -- 2.1.2 Integration of Rhetoric Into Writing Instruction -- 2.1.3 Rhetorical Knowledge Applied to Writing -- 2.2 Research on L1-to-L2 Rhetorical Transfer in L2 Writing -- 2.2.1 Reconsideration of L1-to-L2 Rhetorical Transfer -- 2.2.2 Studies on L1-to-L2 Rhetorical Transfer -- 2.2.3 Contrastive Rhetoric Paradigm for Investigating Rhetorical Transfer -- 2.3 Theories on Metacognition -- 2.3.1 Notions of Metacognition -- 2.3.2 Metacognition in Second Language Acquisition -- 2.3.3 Metacognition in L2 Writing -- 2.3.4 Metacognition and Interlingual Transfer -- 2.4 Measures of Metacognition in L2 Writing -- 2.5 Remarks on the Previous Relevant Studies -- 2.6 Summary -- Notes -- References -- 3 Theoretical Framework for L1-To-L2 Rhetorical Transfer Studies -- 3.1 Overview of the Framework -- 3.2 The Text Dimension -- 3.3 The L2-Writer Dimension -- 3.4 The Reader Dimension -- 3.5 Summary -- References -- 4 Mixed-Methods Approach Research Design and Implementation -- 4.1 Research Design -- 4.1.1 Participants -- 4.1.2 Mixed-Methods Approach -- 4.1.3 Methods of Obtaining the Evidence -- 4.1.4 Research Instruments -- 4.2 Research Procedure -- 4.3 Overview of Corresponding Evidence and Analysis Methods -- 4.4 Summary -- References -- 5 Exploring L1-To-L2 Rhetorical Transfer and Relevant Metacognitive Knowledge -- 5.1 Overview of the Data Collected in the Study in Phase I -- 5.2 Writing Performance in English and Chinese Writing Tests and English Writing Task I.
5.2.1 Characteristic Chinese Rhetorical Features in English Writing -- 5.2.2 Characteristic Chinese Rhetorical Features in the Category of General Rhetorical Patterns -- 5.2.3 Characteristic Chinese Rhetorical Features in the Category of Rhetorical Construction for Arguments -- 5.2.4 Characteristic Chinese Rhetorical Features in the Category of Rhetorical Techniques for Achieving Discourse Effects -- 5.3 Frequency of the English Argumentative Essays with Characteristic Chinese Rhetorical Features -- 5.4 Validation of Metacognitive Knowledge of Chinese-English Rhetorical Differences Questionnaire -- 5.4.1 Background of Validation Data -- 5.4.2 Descriptive Statistics and Univariate Normality Test -- 5.4.3 Construct Validity and Composite Reliability of Metacognitive Knowledge of Chinese-English Rhetorical Differences Questionnaire -- 5.5 Results Based on the Data of Writing Tasks I and Post-Writing Retrospective Questionnaire -- 5.6 Results Based on the Rhetorical Evaluation of English Writing Samples -- 5.7 Results Based on the Data of Post-Writing Retrospective Questionnaire and Metacognitive Knowledge of Chinese-English Rhetorical Differences Questionnaire -- 5.8 Summary -- References -- 6 Exploring L1-To-L2 Rhetorical Transfer and Relevant Metacognitive Skills -- 6.1 Overview of the Data Collected in the Study in Phase II -- 6.2 Analyses of Retrospective Verbal Report and Stimulated Recall Data -- 6.3 Relevant Information of Case Participants -- 6.4 Results Based on Retrospective Verbal Report and Stimulated Recalls -- 6.5 Summary -- References -- 7 Understanding L1-To-L2 Rhetorical Transfer from Textual, Cognitive, and Metacognitive Perspectives -- 7.1 Distribution of L1-to-L2 Transfer in L2 Writing -- 7.2 Associations Between L1-to-L2 Rhetorical Transfer Manifested in L2 Composing Processes and L2 Writer-Related Factors. 7.2.1 Association of L2 Writers' Perception of L2 Writing Difficulty with L1-to-L2 Rhetorical Transferring Processes -- 7.2.2 Associations of L2 and L1 Writing Proficiency with L1-to-L2 Rhetorical Transferring Processes -- 7.3 Effects of L1-to-L2 Rhetorical Transfer on L2 Writing -- 7.4 Relationship Between L1-to-L2 Rhetorical Transfer and the Relevant Metacognition -- 7.4.1 Relation Between L1-to-L2 Rhetorical Transfer and the Metacognitive Knowledge about L1-L2 Rhetorical Differences -- 7.4.2 Relation Between L1-to-L2 Rhetorical Transfer and General Writing Metacognitive Skills -- 7.4.3 Relation Between L1-to-L2 Rhetorical Transfer and Its Concurrent Metacognitive Skills -- 7.5 Summary -- References -- 8 Conclusion and Implications -- 8.1 Summary of Major Results -- 8.2 Implications -- 8.2.1 Theoretical Implications -- 8.2.2 Methodological Implications -- 8.2.3 Pedagogical Implications -- 8.3 Limitations and Suggestions -- References -- Appendix A Writing Background Questionnaire -- Appendix B Post-Writing Retrospective Questionnaire -- Appendix C Metacognitive Knowledge of Chinese-English Rhetorical Differences Questionnaire -- Appendix D The Questions in Retrospective Verbal Report (RVR) and Stimulated Recalls (SRs: SR I and SR II) -- Appendix E Chinese Yilunwen Writing Rubric -- Appendix F The Percentages of the Lower- and Higher-Proficiency EFL Writers Who Chose "4" or "5" for Items in Post-Writing Retrospective Questionnaire. |
| Record Nr. | UNINA-9910768161003321 |
|
Wei Xing <1960->
|
||
| Singapore : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intuition and metacognition in medical education [[electronic resource] ] : keys to developing expertise / / Mark Quirk ; foreword by John Flavell
| Intuition and metacognition in medical education [[electronic resource] ] : keys to developing expertise / / Mark Quirk ; foreword by John Flavell |
| Autore | Quirk Mark E |
| Pubbl/distr/stampa | New York, NY, : Springer Pub. Co., c2006 |
| Descrizione fisica | 1 online resource (174 p.) |
| Disciplina |
610.71
610.711 |
| Collana | Springer series on medical education |
| Soggetto topico |
Medical education
Metacognition Intuition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-281-81280-3
9786611812805 0-8261-0342-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Preface; Foreword; Introduction; ONE: An Emerging Paradigm for Medical Education; TWO: Developing Expertise as the Aim of Medical Education; THREE: Metacognitive Capabilities; FOUR: The Role of Intuition; FIVE: Clinical Expertise: A Blend of Intuition and Metacognition; SIX: Clinical Problem Solving; SEVEN: Communication and the Physician-Patient Relationship; EIGHT: Professionalism; NINE: Teaching Expertise; TEN: Self-Directed Learning; ELEVEN: A New Curricular Paradigm for Medical Education; References; Index |
| Record Nr. | UNINA-9910454251603321 |
|
Quirk Mark E
|
||
| New York, NY, : Springer Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intuition and metacognition in medical education [[electronic resource] ] : keys to developing expertise / / Mark Quirk ; foreword by John Flavell
| Intuition and metacognition in medical education [[electronic resource] ] : keys to developing expertise / / Mark Quirk ; foreword by John Flavell |
| Autore | Quirk Mark E |
| Pubbl/distr/stampa | New York, NY, : Springer Pub. Co., c2006 |
| Descrizione fisica | 1 online resource (174 p.) |
| Disciplina |
610.71
610.711 |
| Collana | Springer series on medical education |
| Soggetto topico |
Medical education
Metacognition Intuition |
| ISBN |
1-281-81280-3
9786611812805 0-8261-0342-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Preface; Foreword; Introduction; ONE: An Emerging Paradigm for Medical Education; TWO: Developing Expertise as the Aim of Medical Education; THREE: Metacognitive Capabilities; FOUR: The Role of Intuition; FIVE: Clinical Expertise: A Blend of Intuition and Metacognition; SIX: Clinical Problem Solving; SEVEN: Communication and the Physician-Patient Relationship; EIGHT: Professionalism; NINE: Teaching Expertise; TEN: Self-Directed Learning; ELEVEN: A New Curricular Paradigm for Medical Education; References; Index |
| Record Nr. | UNINA-9910782467103321 |
|
Quirk Mark E
|
||
| New York, NY, : Springer Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intuition and metacognition in medical education [[electronic resource] ] : keys to developing expertise / / Mark Quirk ; foreword by John Flavell
| Intuition and metacognition in medical education [[electronic resource] ] : keys to developing expertise / / Mark Quirk ; foreword by John Flavell |
| Autore | Quirk Mark E |
| Pubbl/distr/stampa | New York, NY, : Springer Pub. Co., c2006 |
| Descrizione fisica | 1 online resource (174 p.) |
| Disciplina |
610.71
610.711 |
| Collana | Springer series on medical education |
| Soggetto topico |
Medical education
Metacognition Intuition |
| ISBN |
1-281-81280-3
9786611812805 0-8261-0342-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Preface; Foreword; Introduction; ONE: An Emerging Paradigm for Medical Education; TWO: Developing Expertise as the Aim of Medical Education; THREE: Metacognitive Capabilities; FOUR: The Role of Intuition; FIVE: Clinical Expertise: A Blend of Intuition and Metacognition; SIX: Clinical Problem Solving; SEVEN: Communication and the Physician-Patient Relationship; EIGHT: Professionalism; NINE: Teaching Expertise; TEN: Self-Directed Learning; ELEVEN: A New Curricular Paradigm for Medical Education; References; Index |
| Record Nr. | UNINA-9910809968903321 |
|
Quirk Mark E
|
||
| New York, NY, : Springer Pub. Co., c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
