This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds were compared with...

Ability in various cognitive domains is often assessed by measuring task performance, such as the accuracy of a perceptual categorization. A similar analysis can be applied to metacognitive reports about a task to quantify the degree to which an individual is aware of his or her success or failure. Here, we review the psychological and neural underpinnings of metacognitive accuracy, drawing on ...

background and purpose: humans have a capacity to become aware of thoughts and behaviors known as metacognition. the metacognitive model of anxiety disorders emphasizes that metacognitive beliefs are key factors in obsessive-compulsive disorder and depression pathology. the purpose of this research was to compare metacognitive beliefs in patients with obsessive compulsive disorder (ocd) and dep...

The purpose of this article is to review and synthesize the literature linking metacognition and reading in children who are deaf. Although this body of research is sparse, three issues emerge. First, the research implies that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive knowledge and control. Second, the ...

HIV and normal aging can each negatively affect executive functioning, attention, memory, and, ultimately, metacognitive abilities, which are important for internally monitoring neuropsychological performance. Some individuals who are aging with HIV may experience severe changes in their metacognitive abilities. They may be unaware of their neuropsychological functioning and may not be accurate...

In this rejoinder we clarify several issues raised by the commentators with the hope of resolving some disagreements. In particular, we address the distinction between information-based and experience-based metacognitive judgments and the idea that memory monitoring may be mediated by direct access to internal representations. We then examine the possibility of unconscious metacognitive process...

The purpose of this research was to investigate the effectiveness of instruction of metacognitive knowledge on academic stress in high school female students. This research method is quasi experimental with pretest and post test. Given this, 37female first grade students (19 subjects in experimental group and 18 subjects in control group) were randomly selected using multi-stage cluster samplin...

A theoretical analysis of various aspects metacognitivism is carried out, special attention paid to the problem studying metacognitive strategies, which are a set certain actions aimed at planning, controlling cognitive processes, as well ratio their activity results and role in educational activities students. The features metalinguistic knowledge abilities considered. Different concepts were ...

Metacognitive skills are critical in learning but difficult to teach. Thus the question becomes how can we facilitate metacognitive tutoring? We present an exploratory learning environment called MILA-T with embedded metacognitive tutors imitating five functional roles of teachers in classrooms. We tested MILA–T in a controlled experiment with 237 middle school students. We examine the impact o...

This study examined 1) experiences of six discrete emotions ‒ joy, pride, contentment, worry, shame, hopelessness ‒ after solving a math problem of students aged 10e12 years, and 2) the contribution of self-concept, metacognitive experiences (feeling of difficulty and feeling of success) and performance on emotions experienced after the task, controlling for gender and emotions experienced befo...