The assessment of learners metacognitive knowledge level is crucial when developing computer-assisted language learning systems. Currently, many systems assess learners metacognitive knowledge level with pre-instructional questionnaires or metacognitive interviews. However, learners with limited language proficiency may be at a disadvantage in responding to verbal-report interview or questionna...

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...

Neurodevelopmental evidence suggests that children's main decision-making strategy is to avoid options likely to induce punishment. However, the cognitive and affective factors contributing to children's avoidance to high punishment frequency remain unknown. The present study explored psychophysiological, cognitive, and metacognitive processes associated with sensitivity to punishment frequency...

Metacognition is a significant part of human abilities. Metacognitive knowledge can be described as what we know about our own cognitive processes (Young & Fry, 2008). This research aims at measuring perception of science teachers about metacognitive awareness. The sample consists of 52 science teachers from six schools in Perak, Malaysia. Metacognitive awareness was measured using Metacognitiv...

The current study examined early signs of implicit metacognitive monitoring in 3.5-year-old children. During a learning phase children had to learn paired associates. In the test phase, children performed a recognition task and choose the correct associate for a given target among four possible answers. Subsequently, children's explicit confidence judgments (CJs) and their fixation time allocat...

The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students who participated actively in an experiment based on a Computer Supported Collaborative Learning environment called KnowCat. Eighteen university students participated in a 12-month learning project during which the KnowCat learning environment was used to support scaffoldin...

Nanotechnology has emerged in the engineering education of universities, and increased the students’ difficulties in understanding and learning it. Concept mapping as a metacognitive tool may be appropriate for students to learn nanotechnology because previous research has confirmed that this tool helps students learn disciplines like chemistry, physics, biology and materials science. The curre...

Learners that have better metacognition acquire knowledge faster than others who do not. If we had better models of such learning, we would be able to build a better metacognitive educational system. In this paper, we propose a computational model that uses a probabilistic context free grammar induction algorithm yielding metacognitive learning by acquiring deep features to assist future learni...

The purpose of this paper is to analyze how different levels of participation, tutorship styles, and metacognitive reflection in an online course can influence the group’s knowledge building. 131 undergraduate students in Psychology and 59 students in the Educational Sciences and Primary Education Sciences participated in the study. Results show that a central level of participation is associat...