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| Preface | |
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| What You Don't Know (About Knowing) Can Hurt You | |
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| Common Misconceptions About Thinking and Memory | |
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| Missions Impossible and Possible: Knowing Your Limits | |
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| We Aren't Video Cameras or Tape Recorders | |
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| We're Pattern Detectors and Summarizers | |
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| We're Also Meaning Makers | |
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| Billions Upon Billions of Brain Cells: The Hardware of Thinking and Learning | |
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| Gray Anatomy: Neurons and Their Synapses | |
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| White Matter Also Matters: Glial Cells | |
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| The Brain's Division of Labor (Not as Much as You Might Think) | |
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| Parts of the Brain and Their Specialties | |
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| And Rather Than Either/Or: the Two Hemispheres of the Brain | |
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| Tots and Teens are Still A Bit Green: How the Brain Changes | |
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| With Age | |
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| Building the Foundation: the Prenatal Period | |
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| Adapting to the Local Environment: Infancy and Early Childhood | |
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| Fine-Tuning the System: Middle Childhood, Adolescence, and Early Adulthood | |
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| Learning New Tricks as Old Dogs: Middle Age and the Senior Years | |
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| Enhancing Brainpower | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| We're Builders, Not Sponges: Learning as Sense Making | |
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| Sensing Versus Sense Making: Sensation Does Not Equal | |
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| Perception | |
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| What You See Isn't Exactly What You Get: Sense Making in Vision | |
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| Did You Say What I Think You Said? Sense Making in Audition | |
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| The Whole is More Than the Sum of Its Parts: Constructing | |
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| Knowledge | |
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| Two Heads Can Be Better Than One: Knowledge Construction | |
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| As A Social Enterprise | |
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| Bastard Cities and Spaceship Skies: Misconstructing | |
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| "Knowledge" | |
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| Making Good Sense | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| We Can't Have It All: A Simple Model of the Human Memory System | |
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| Adopting Some Computer Lingo: Storage, Encoding, and Retrieval | |
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| Very Short, Short, and Longer: Three (Possibly Distinct) | |
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| Components of Memory | |
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| Just for a Moment: Sensory Memory | |
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| Keeping Things a Bit Longer: The Importance of Attention | |
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| Big, Bold, Bouncy, and Bizarre: Physical Factors That Capture Our | |
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| Attention | |
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| Personal Significance and Passion: Psychological Factors That Sustain Our | |
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| Attention | |
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| A Bottleneck in the System: Attention's Limited Capacity | |
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| Where the Action Is: Working (Short-Term) Memory | |
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| The Head of the Head: the Central Executive | |
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| Another (or Maybe the Same) Bottleneck: the Limited Capacity of Working | |
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| Memory | |
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| Extending the Life of "Short-Term": Maintenance Rehearsal | |
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| Keeping Things Even Longer: Connecting the New With the Old 67 | |
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| Long But Not Necessarily Forever: Long-Term Memory | |
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| That Reminds Me : the Interconnectedness of Long-Term Memory | |
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| A Rose Is a Rose Is a Rose: How Information Is Encoded in Long-Term | |
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| Memory | |
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| You Don't Know Everything You Know: Explicit Versus Implicit Knowledge | |
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| How Long Is "Long"? the Duration of Long-Term Memory | |
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| The "Active" Mind: Complicating the Simple Model of Memory | |
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| Making the Most of a Limited Capacity | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| Making Long-Term Truly Long-Term: Long-Term Memory Storage | |
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| Processes | |
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| The Least Strategic Strategy: Rehearsal | |
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| Increasing the Odds That You Keep What You Get: Effective | |
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| Strategies | |
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| Intentional Sense Making: Meaningful Learning | |
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| Tying Things Together: Organization | |
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| Going Well Beyond: Elaboration | |
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| A Picture Might Be Worth a Thousand Words: Visual Imagery | |
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| Lighting Mental Fires: Hot Cognition | |
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| The Rich Get Richer: Long-Term Memory's Snowball Effect | |
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| Making Sense of Nonsense: Mnemonics | |
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| The Principal Is My Pal: Verbal Mediation | |
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| Love Is a Suit of Armor: the Keyword Method | |
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| When the "Mites" Go Up, the "Tites" Come Down: Superimposed Meaningful | |
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| Structures | |
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| Saving Things for the Long Term | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| Not All Roads Lead To Rome: Remembering and Forgetting | |
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| Traveling Down Memory Lane: How We Find Things In Long-Term | |
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| Memory | |
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| Paving Memory Lane: the Value of Automaticity | |
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| Finding Old Trails Through the Woods: the Tip-of-the-Tongue Phenomenon | |
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| Posting Road Signs: the Importance of Retrieval Cues | |
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| Revisiting Hot Spots: Flashbulb Memories | |
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| Rebuilding Old Memories: Why We Sometimes Misremember | |
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| The Power of Suggestion: Effects of After-the-Fact Information | |
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| Remembering What But Forgetting When or Where: Problems in Source | |
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| Monitoring | |
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| Re-Remembering: Effects of Prior Recollections | |
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| "Remembering" What Never Happened: False Memories | |
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| Huge Attic, Small Flashlight: Why We Sometimes Forget | |
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| Neglecting to Firm Things Up: Consolidation Problems | |
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| Misdirecting the Flashlight: Retrieval Problems | |
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| Mixing and Matching: Interference Problems | |
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| Not Going Where It's Too Hot: Repression of Painful Memories | |
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| Using It or Losing It: Possible Decay of Memories | |
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| Forgetting the Long-Ago Past: Infantile Amnesia | |
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| Forgetting to Remember the Future: the Challenge of Prospective Memory | |
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| Becoming a Good Rememberer | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| Thinking About Thinking: Metacognition | |
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| Being a Good Self-Executive: What Metacognition Involves | |
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| Reading for Learning: Being a Metacognitively Astute Reader | |
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| Ultimately It's What We Do Inside That Counts: Overt Versus Covert | |
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| Strategies | |
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| What Does It Mean To "Know" Something? Epistemic Beliefs | |
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| "The Truth Is Out There Somewhere": Beliefs about the Certainty of | |
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| Knowledge | |
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| "Math Is Numbers, History Is Dates": Beliefs about the Simplicity of | |
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| Knowledge | |
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| "If I Hear It Enough Times, It's Bound to Sink In": Beliefs about the Origins of | |
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| Knowledge | |
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| "Father Knows Best": Criteria for Determining Truth | |
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| "Either You Have It or You Don't": Beliefs about the Speed of Learning | |
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| "I Don't Have Any Math Genes": Beliefs about the Nature of Learning Ability | |
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| But I Studied So Hard! the Illusion of Knowing | |
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| Becoming a More Metacognitive Learner | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| Common Sense Isn't Always Sensible: Reasoning and Critical Thinking . | |
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| Avoiding the Garden Path: Critically Analyzing Arguments | |
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| One Thing Leads To Another: Logical Reasoning | |
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| If This, Then That: Deductive Reasoning | |
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| Generalizing from Few to Many: Inductive Reasoning | |
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| Doing the Math: Quantitative Reasoning | |
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| What Are the Odds? Reasoning about Probabilities | |
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| Digging Up the Facts: Scientific Reasoning | |
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| Looking for What You Don't Want to Find: Seeking Contradictory Evidence | |
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| When Two Wrongs Can Make a Right: Eliminating Alternative Hypotheses | |
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| Taking One Things at a Time: Separating and Controlling Variables | |
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| Did the Butler Really Do It, or Was He Just in the Wrong Place at the Wrong | |
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| Time? Distinguishing Between Causation and Correlation | |
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| Jumping To Conclusions Or Jumping Off a Cliff? Common | |
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| Pitfalls In Reasoning | |
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| "Keep It Simple, Stupid" (KISS): Taking Mental Shortcuts | |
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| "I Knew This Would Happen!": Confirming Expectations | |
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| "I Have It on the Best of Authority": Mistaking Dogma for Fact | |
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| "I Know It in My Heart": Letting Emotion Overrule Logic and Objectivity | |
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| "It's Either Black or White": Thinking Dichotomously | |
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| It's Attitude as Much as Aptitude: Essential Qualities Of | |
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| Critical Thinkers | |
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| Inquiring Minds Want to Know: Dispositions | |
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| Inquiring Minds Also Evaluate the Evidence: Epistemic Beliefs (Again) | |
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| Making Rational Good Sense | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| Applying the Old To the New: Transfer, Problem Solving, and Creativity | |
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| Putting Knowledge To Good Use: The Process of Transfer | |
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| Usually It Helps, But Sometimes It Can Hurt: Positive Versus Negative | |
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| Transfer | |
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| How Far Can You Go? Specific Versus General Transfer | |
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| "Why Didn't I Think of That?": the Importance of Retrieval for Transfer | |
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| Applying Yourself as Well as Your Knowledge: Expanding the Notion of | |
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| Transfer | |
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| Putting the Pieces Together: Problem Solving | |
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| So What's the Problem Here? Well-Defined Versus Ill-Defined Problems | |
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| Working Memory Provides Only a Small Workbench: Recalling Our Limited | |
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| Capacity | |
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| "As I Was Going to Saint Ives": How Encoding Affects Problem Solving | |
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| Stuck in a Rut: Mental Sets in Problem Solving | |
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| There Isn't Always a Prescription for What Ails You: Problem-Solving | |
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| Strategies | |
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| Thinking Outside the Box: Creativity | |
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| Great Minds Don't Always Think Alike: Convergent Versus Divergent Thinking | |
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| Origins of Originality: Characteristics of Creative Thinkers | |
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| Maybe You Should Sleep on It: Factors That Facilitate Creative Thinking | |
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| Putting Knowledge To Work | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| Becoming A More Intelligent Thinker And learner: Acquiring | |
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| Productive Perspectives and Habits | |
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| You're Probably Smarter Than You Think You Are: The Nature of Intelligence | |
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| It's Not All in the Numbers: What IQ Tests Do and Don't Tell Us | |
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| Are We Born Smart or Made Smart? Nature Versus Nurture in Intelligence | |
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| Sharing the Mental Load: Distributed Intelligence | |
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| Giving Credit Where Credit May Or May Not Be Due: Attributions | |
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| Where, How Long, and Who's in Control? Three Dimensions of Attributions | |
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| Taking Credit, Placing Blame: Our Self-Protective Bias | |
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| How We See the Past Affects How We See the Future: Effects of | |
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| Attributions | |
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| Returning to Intelligence: A Permanent Entity or an Incremental Process? | |
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| Master of the Universe or Victim of Circumstance: Attributional Style | |
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| Putting Yourself In the Driver's Seat: Self-Regulation | |
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| Talking to Yourself Doesn't Mean You're Crazy: Self-Regulated Behavior | |
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| Mind Control at Its Best: Self-Regulated Learning | |
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| Positive Spins and Silver Linings: Self-Regulation of Emotions | |
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| Putting Work Before Pleasure and Sometimes Making Work Pleasure | |
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| Self-Regulation of Motivation | |
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| Taking Charge of Learning and Life | |
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| Thinking Smart | |
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| Helping Others Think Smart | |
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| Teaching Tips | |
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| Enhancing Minds and Memories: The Big Picture | |
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| Suggested Readings | |
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| Reader's Guide: Questions for Discussion | |
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| Chapter Endnotes | |
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| References | |