Meta-strategic Knowledge (MSK) is a sub-component of metacognition that is defined in the present study as general, explicit knowledge about thinking strategies. In the present study we shall focus on the control of variables thinking strategy. Following an earlier study (Zohar & Peled 2007) that showed considerable effects of explicit instruction of MSK in laboratory setting, this study explor...

Visuomotor adaptation has been thought to be an implicit process that results when a sensory-prediction error signal is used to update a forward model. A striking feature of human competence is the ability to receive verbal instructions and employ strategies to solve tasks; such explicit processes could be used during visuomotor adaptation. Here, we used a novel task design that allowed us to o...

The distinction between implicit and explicit retrieval of learned material is central to recent thinking about the neural systems underlying memory. Word stem completion is one task in which subjects can be instructed either to make a deliberate recall (explicit instruction) or to be told to complete the stem with any appropriate word (implicit instruction). Positron emission tomography (PET) ...

Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. This longitudinal experimental study showed that students with intellectual disabilities can learn to read given consistent, explicit, and comprehensive reading instruction over an extended period of time. This article presented strategies for providing stu...

A central goal of instruction is to enable learners to transfer acquired knowledge to future situations. For elementary school children in middle-high-SES schools, ”explicit” instruction on the Control of Variables Strategy (CVS) that emphasizes understanding of the rationale for CVS has proven to be effective at promoting transfer to different contexts, even after extended time delays. However...

The current study used the Space Fortress game (Donchin, 1989) to study the effects of training and instruction in acquisition of complex skills. The game requires flexible coordination of perceptual, cognitive and motor components in a dynamically changing environment. We examined whether effective instruction can be developed for such a task in the same way that instruction is developed for a...