This investigation sought to determine the role of cognitive word knowledge in metacognitive development. Subjects were fifth graders, seventh graders, tenth graders, and college undergraduates. Each subject completed a Likert scale self-report qWstiomuNire that measured the frequency of their metacognitive strategy use and a multiple-choice test that measured their cognitive word knowledge. Ac...

Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior scaffolding in the form of a description of main points and concepts. Exper...

This paper reports on a case study that, in the course of exploring the metacognitive thinking and associated emotions of ten adolescents during the information search process, uncovered a social aspect to metacognitive knowledge. The study was framed by Kuhlthau's information search process model (1991, 2004) and the construct of metacognition (Flavell 1979). Using naturalistic methods the stu...

Research in second language learning has identified the absence of metacognition among learners as one major problems contributing to students’ inability comprehend listening texts. Moreover, shift remote teaching due COVID-19 made it more crucial for teachers and adapt new modes learning. This accentuates need effective strategy instruction. study conducted at a university Oman, is unique two ...

abstract  this paper  aims at investigating the metacognitive knowledge of solving problem among primary school students with high and low school achievement. two other variables of the students’ grade and sex were also accounted for. the participants were 232 boy and girl students from forth and fifth grades which were randomly selected and divided into two groups of high  and low achievers . ...

Achieving expertise in any area requires extensive practice and engagement with the subject one desires to master. As not all practice yields good progress, methods must be found that lead learners to practice effectively. Many experts employ highly tailored practice involving metacognitive processes, but novices rarely engage in frequent and explicit metacognitive strategies during practice. A...

Young children with learning disabilities typically encounter difficulty with academic tasks requiring intentional effort and effective use of metacognitive skills--qualities that competent readers and writers possess. In response to these difficulties, special educators often modify literacy instruction, isolating the "basic skills" of literacy (such as decoding and penmanship) from meaningful...

Accurate metacognitive monitoring of one’s own knowledge or performance is a precondition for selfregulated learning; monitoring informs metacognitive control, which in turn affects task outcomes. Studies of monitoring accuracy and its connection to knowledge and performance are common in psychology and educational research but rare in instructed SLA. This paper describes two studies in which a...

Both metacognitive and associative models have been proposed to account for children’s strategy discovery and use. Models based on only metacognitive or only associative mechanisms cannot entirely account for the observed mix of variability and constraint revealed by recent microgenetic studies of children’s strategy change. We propose a new approach where metacognitive and associative mechanis...