Metacognitive knowledge of written language: Measurement instrument and theoretical foundations;Conocimiento metacognitivo del lenguaje escrito: Instrumento de medida y fundamentación teórica

Infancia y Aprendizaje

Volumn 25, Issue 2, 2002, Pages 131-145

  Peronard Thierry, Marianne ^a   Velásquez, Marisol ^a   Crespo, Nina ^a   Viramonte, Magdalena ^b  

^a PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO   (Chile)

^b UNIVERSIDAD NACIONAL DE CÓRDOBA   (Argentina)

Author keywords

Conditional metaknowledge; Declarative metaknowledge; Metacognition; Metacomprehension; Task theory; Text theory

Indexed keywords

EID: 77954318009     PISSN: 02103702     EISSN: 15784126     Source Type: Journal    
DOI: 10.1174/021037002317417787     Document Type: Article

References (33)

1. Austin, J. L., (1982). Cómo hacer cosas con palabras. Barcelona: Paidós
2. Brown, A. L., (1985). Metacognition:the development of selective attention strategies for learning from texts. En H., Singer & R., Ruddell (Eds.), Theoretical Models and Processes of Reading (pp. 501–526). Delaware, NJ: I.R.A.
3. Brown, A. L., Armbruster, B. B., & Baker, L., (1986) The role of metacognition in reading and studying. En J., Orasanu (Ed.), A decade of reading research: Implications for practice (pp. 49–75). New Jersey: Erlbaum.
4. Flavell, J., (1971). First discussant's comments: What is memory development the development of? Human Development, 14, 272–278.
5. Flavell, J., (1977). Cognitive Development. Englewood Cliffs, NJ: Prentice-Hall.
6. Flavell, J., (1979). Metacognition and Cognitive Monitoring: A new area of Psycholological Inquirí. American Psychologist, 34, 10, 906–911.
7. Flavell, J., (1985). El Desarrollo Cognitivo. Madrid: Visor.
8. Fodor, J., (1983). The Modularity on Mind. Cambridge, MA: M.I.T. (Trad. cast.: La modularidad de la mente. Madrid: Ediciones Morata, 1986).
9. Garner, R., (1988). Metacognition and Reading Comprehension. New Jersey: Ablex Publishing Corporation.
10. Gombert, J. E., (1990). Le développement métalinguistique, Paris: Presses Universitaires de France.
11. Gordon, C., & Braun, C., (1985). Metacognitive Processes: Reading and Writing Narrative Discourse. En D. L., Forrest-Pressley, G. E., Mackinton & T. G., Waller (Eds.), Metacognition, Cognition and Human Perfomance. Vol. 2 (pp. 1–72). London: Academic Press.
12. Jacobs, J. E., & Paris, S. G., (1987). Children's metacognition about reading:Issues in definition, measurement and instruction, Educational Psychologist, 22 (3 y 4), 255–278.
13. Karmiloff-Smith, A., (1994). Más alla de la Modularidad. La Ciencia Cognitiva desde la perspectiva del Desarrollo. Madrid: Alianza.
14. Navarro, E., (2000). Alfabetización emergente y metacognición. Signos, XXXIII, 47, 111–121.
15. Paris, S. C., Lipson, M. Y., & Wlxson, K. K., (1983). Becoming a Strategic Reader. Contemporany Educational Psychology, 8, 293–316.
16. Peronard, M., (1999a). What's Children Know About Reading Before They Learn to Read. Poster IX Annual Meeting of Text and Discourse Society, Vancouver, Canadá.
17. Peronard, M., (1999b). Metacognición y Conciencia. En G., Parodi (Ed.), Discurso, Cognición y Educación. Ensayos en honor a Luis A Gómez Macker (pp. 43–57). Valparaíso: EUV.
18. Peronard, M, (2000). La Metacomprensión en Estudiantes Chilenos. Letras de Hoje, 35, 4, 71–90.
19. Peronard, M., Crespo, N., y Velásquez, M., (2000). La Evaluación del Conocimiento Metacomprensivo en Alumnos de Educación Básica. Signos, XXXIII, 47, 167–180.
20. Peronard, M., Crespo, N., y Guerrero, I., (2001). La Metacomprensión en Escolares Chilenos de Educación Básica. Signos XXXIV, 49–50, 149–164.
21. Reder, L. M., (1996). Different Research Programs on Metacognition: Are the Boundaries Imaginary? Learning and Individual Differences, 8, 4, 383–390.
22. Reder, L. M., & Schunn, C. D., (1996). Metacognition does not imply awareness: strategy choice is governed by implicit learning and memory. En L. M., Reder (Ed.), Implicit Memory and Metacognition (pp. 45–77). Mahwah, NJ: Lawrence Erlbaum.
23. Rosemblat, L., (1994). The Transactional Theory of Reading and Writing. En R., Rudell, R. M., Rapp & H., Singer (Eds.), Theoretical Models and Processes of Reading (pp. 1057–1092). Delaware: IRA.
24. Schacter, D. L., & Tulving, E., (1994). What are the memory systems of 1994? En D., L Schacter & E., Tulving (Eds.), Memory Systems 1994 (pp. 1–38). Cambridge, MA: The MIT Press.
25. Schmitt, J. T., (1990). A questionnaire to measure children's awareness of strategic reading processes. The Reading Teacher, 43, 7, 454–461.
26. Schraw, G., & Sperling, R. S., (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19, 460–475.
27. Searle, J., (1986). Actos de Habla. Madrid: Cátedra.
28. Van Dijk, T. A., (1977). Text and Context. Explorations in the Semantics and Pragmatics of Discourse. London: Longman.
29. Van Dijk, T. A., (1979). Relevance Assignment in Discourse Comprehension. Discourse Processes, 2, 113–126.
30. Van Dijk, T. A., & Kinstch, W., (1983). Strategies of discourse comprehension. New York: Academic Press.
31. de Viramonte, A. M., (2000). Metaconocimiento lector: aportes para su estudio. En M.C., Rébola y M. C., Stroppa (Eds.), Temas Actuales en Didáctica de la Lengua (pp. 75–90). Rosario: Laborde.
32. Vygotsky, L., (1964). Pensamiento y lenguaje. Buenos Aires: Lautaro.
33. Wellman, H. M., (1985). The origins of Metacognition. En D. L., Forrest-Pressley, G. E., Mackinton & T. G., Waller (Eds.), Metacognition Cognition and Human Perfomance. Vol. 1 (pp. 1–30). London: Academic Press.