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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
Steiner, Martina; van Loon, Mariëtte H.; Bayard, Natalie S.; Roebers, Claudia M. – Metacognition and Learning, 2020
This study investigated elementary school children's development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T[subscript 1]) and end (T[subscript 2]) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control,…
Descriptors: Age Differences, Test Format, Children, Elementary School Students
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
