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Download full textSchofield, Linda – Kairaranga, 2012
In this study, qualitative evidence is collected--through classroom observations and teacher and student interviews--to study the effect of metacognition and the interaction between students' observable cognitive behaviour and the instructional task. This qualitative data is analysed to identify what factors support and improve students'…
Descriptors: Evidence, Metacognition, Instructional Effectiveness, Teaching Methods
Direct linkFreedman, Skott E.; Maas, Edwin; Caligiuri, Michael P.; Wulf, Gabriele; Robin, Donald A. – Journal of Speech, Language, and Hearing Research, 2007
Purpose: Previous studies (e.g., G. Wulf, M. HoB, & W. Prinz, 1998; G. Wulf, B. Lauterbach, & T. Toole, 1999; for a review, see G. Wulf & W. Prinz, 2001) have reported that limb motor performance is enhanced when individuals adopt an external focus (focusing on the effect of the movement) versus an internal focus of attention (focusing on body…
Descriptors: Attention, Performance Factors, Self Actualization, Physical Education
Peer reviewedLawson, Michael J.; Chinnappan, Mohan – Cognition and Instruction, 1994
The problem-solving performance of high-achieving (HA) and low-achieving (LA) 11th-grade students was compared during solution of geometry problems using a think-aloud procedure. Detailed analysis of problem-solving protocols indicated that HA students not only accessed a greater body of geometrical knowledge but also used that knowledge more…
Descriptors: Academic Achievement, Cognitive Processes, Comparative Analysis, Geometry
