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Direct linkStebner, Ferdinand; Schuster, Corinna; Weber, Xenia-Lea; Greiff, Samuel; Leutner, Detlev; Wirth, Joachim – Metacognition and Learning, 2022
Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) showed that training can have beneficial effects on spontaneous near and far transfer of metacognitive skills.…
Descriptors: Metacognition, Learning Strategies, Self Control, Knowledge Level
Pillow, Bradford H.; Pearson, RaeAnne M. – Metacognition and Learning, 2015
Two experiments investigated 1st-, 3rd-, and 5th-grade children's and adults' judgments related to the controllability of cognitive activities, including object recognition, inferential reasoning, counting, and pretending. In Experiment 1, fifth-grade children and adults rated transitive inference and interpretation of ambiguous pictures as more…
Descriptors: Adults, Grade 1, Grade 3, Grade 5
Huff, Jessica D.; Nietfeld, John L. – Metacognition and Learning, 2009
Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum,…
Descriptors: Metacognition, Grade 5, Teaching Methods, Learning Strategies
