Metacognition is important for successful goal-directed behavior. It consists of two main elements: metacognitive knowledge and online awareness. Online awareness consists of monitoring and self-regulation. Metacognitive sensitivity is the extent to which someone can accurately distinguish their own correct from incorrect responses and is an…

The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students' metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control…

Central elements of adaptive expertise in arithmetic problem solving are flexibility, using multiple strategies, and adaptivity, selecting the optimal strategy. Research shows that the strategies children actually use do not fully reflect the strategies they know: there is hidden potential. In the current study a sample of 147 third graders from…

One benefit of working in groups is that group members can learn from each other how to perform the task, a phenomenon called group-to-individual transfer (G-I transfer). In the context of quantitative judgments, G-I transfer means that group members improve their individual accuracy as a consequence of exchanging task-relevant information. This…

Adults conceptualize God as particularly knowledgeable -- more knowledgeable than humans -- about moral transgressions. We investigated how younger (4- to 5-year-old) and older (6- to 7-year-old) children view God's moral knowledge. Cultural narratives in the United States portray God as omniscient, which could lead children growing up in the…

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow…

This study investigates how implicit and explicit learning and knowledge are associated, by focusing on the salience of target form--meaning connections. The participants were engaged in incidental learning of artificial determiner systems that included grammatical rules of [± plural] (a taught rule), [± actor] (a more salient hidden rule), and [±…

Introduction: Lack of accountability demands in university business administration may be as a result of less attention given to genuine learning approach in university education. This study was undertaken to assess the causal effects of task-based approach to learning risk management on effective business decision making and outcome appraisal of…

This study is the first to compare objective and subjective measures of explicit and implicit knowledge under learning from incidental exposure. An experiment was conducted, during which L1 English speakers were trained on a semiartificial language, "Japlish." A measure of explicit knowledge and a recently proposed measure of implicit…

This qualitative validation study examines sixteen Internationally Educated Nurses' (IENs') accounts of the Canadian English Language Benchmark Assessment for Nurses (CELBAN) at two testing centres (Toronto and Hamilton). This study adopts both focus groups and one-on-one interviews to investigate the inferences drawn from the test, and its…

Objective: Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. Method: This study…

Less-advantaged students are under-represented at prestigious universities, but can we infer that they actively avoid them? This research measured university applicants' knowledge of 115 UK universities. Using card-sort tasks within an interview format, 56 Year 13 students from different types of 16-19 education described how they chose five…

In a hidden inequality context, resource allocators and resource recipients are unaware that an unknowingly advantaged recipient possesses resources. The present study presented children aged 3-13 years (N = 121) with a hidden inequality vignette involving an accidental transgression in which one resource claimant, who unknowingly possessed more…

In 2 studies, we attempted to capture the information-processing abilities underlying children's reality-status judgments. Forty 5- to 6-year-olds and 53 7- to 8-year-olds heard about novel entities (animals) that varied in their fit with children's world knowledge. After hearing about each entity, children could either guess reality status…

Research Findings: In 2 experiments, we tested whether children generalize psychological and biological properties to novel foods. We used an induction task in which a property (either biological or psychological) was associated with a target food. Children were then asked whether a taxonomically related and a script-related food would also have…