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    Academic Journal

    Source: Professional education in the modern world; Том 9, № 3 (2019); 3103-3111 ; Профессиональное образование в современном мире; Том 9, № 3 (2019); 3103-3111 ; 2224-1841

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    Relation: https://profed.nsau.edu.ru/jour/article/view/607/588; Hacker D. J., Bol L., Keener M. C. Metacognition in education: A focus on calibration // Handbook of metamemory and memory / ed. J. Dunlosky, R. A. Bjork. N. Y.: Psychology Press, 2008. P. 429–455.; Oskamp S. Overconfidence in case-study judgments // Journal of consulting psychology. 1965. Vol. 29, № 3. P. 261–265.; Kruger J., Dunning D. Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments // Journal of personality and social psychology. 1999. Vol. 77, № 6. P. 1121–1134.; Dunning D., Jhonson K., Ehrlinger J., Kruger J. Why people fail to recognize their own incompetence // Current Directions in Psychological Science. 2003. Vol. 12. № 3. P. 83–87.; Tobias S., Everson H. T. The importance of knowing what you know: a knowledge monitoring framework for studying metacognition in education // Handbook of metacognition in education / Eds. D. J. Hacker, J. Dunlosky, A. C. Graesser. N. Y.: Routledge, 2009. P. 107–127.; Barnett J. E., Hixon J. E. Effects of grade level and subject on student test score predictions // The Journal of Educational Research. 1997. Vol. 90, № 3. P. 170–174.; Hacker D. J., Bol L., Horgan D. D., Rakow E. A. Test prediction and performance in a classroom context //Journal of Educational Psychology. 2000. Vol. 92, № 1. P. 160–170.; Bol L., Hacker D. J. A comparison of the effects of practice tests and traditional review on performance and calibration // The Journal of experimental education. 2001. Vol. 69, № 2. P. 133–151.; Nietfeld J. L., Cao L., Osborne J. W. Metacognitive monitoring accuracy and student performance in the postsecondary classroom // The Journal of Experimental Educational. 2005. Vol. 74, № 1. P. 7–28.; Rosenthal R. Meta-analytic procedures for social research. Rev. ed. New-bury Park: Sage Publications, 1991. 155 p.; Cohen J. Statistical power analysis for the behavioral sciences. Rev. ed. New York: Academic Press, 1977. 474 p.; Grimes P. W. The overconfident principles of economics student: An ex-amination of a metacognitive skill // The Journal of Economic Education. 2002. Vol. 33, № 1. P. 15–30.; Tobias S., Everson H. Assessing Metacognitive Knowledge Monitoring. Report No. 96–01 // College Entrance Examination Board [Электронный ресурс] URL: https://files.eric.ed.gov/fulltext/ED562584.pdf (дата обращения 13.10.2013).; Tobias S., Everson H. T. Knowing What You Know and What You Don’t: Further Research on Metacognitive Knowledge Monitoring. Research Report No. 2002–3 // College Entrance Examination Board. 2002 [Электронный ресурс] // URL: http://research.collegeboard.org/sites/default/files/publications/2012/7/researchreport-2002–3-metacognitive-knowledge-monitoring.pdf (дата обращения 7.10.2014).; Коптев Д. Э. Сверхуверенность в знании и успешность изучения литературы учащимися среднего профессионального учебного заведения // Личность, интеллект, метакогниции: исследовательские подходы и образовательные практики: материалы II международной конференции (20–22 апреля 2017 г., Калуга, Россия). Калуга: Политоп, 2017. С. 98–103.; Metcalfe J. Metacognitive processes // Memory / Ed. E. L. Bjork, R. A. Bjork. Academic Press, Inc. 1996. P. 381–407.; Koriat A. Memory’s knowledge of its own knowledge: The accessibility account of the feeling of knowing // Metacognition: Knowing About Knowing / Ed. J. Metcalfe, A. P. Shimamura. Cambridge M. A.: MIT Press, 1996. P. 115–135.; Schwartz B. L., Benjamin A. S., Bjork R. A. The inferential and experiential bases of metamemory // Current Directions in Psychological Science. 1997. Vol. 6, № 5. P. 132–137.; Metcalfe J., Schwartz B. L., Joaquim S. G. The cue-familiarity heuristic in metacognition // Journal of Experimental Psychology: Learning, Memory, and Cognition. 1993. Vol. 19, № 4. P. 851–861.; Koriat A. Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning // Journal of experimental psychology: general. – 1997. Vol. 126, № 4. P. 349–370.; https://profed.nsau.edu.ru/jour/article/view/607