Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise

Veenman, Marcel V. J.; Elshout, Jan J.

doi:10.1007/bf03172976

Cited by 114 publications

(93 citation statements)

References 24 publications

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“…Moreover, only moderate correlations were demonstrated between prospective and retrospective measurements of metacognitive knowledge (Veenman, 2003). Hence, in addition to the self-report measures, think-aloud protocols or systematic observation of behaviour can take place to measure metacognitive skills (Veenman & Elshout, 1999). These analyses were found to be very accurate, but timeconsuming, techniques to assess metacognitive skills (Pressley, 2000).…”

Section: Metacognition and Its Facetsmentioning

confidence: 99%

Metacognition and Spelling Performance in College Students

Vanderswalmen

Vrijders²,

Desoete³

2010

Trends and Prospects in Metacognition Research

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Metacognitive knowledge (MK), skills (MS) and experiences (ME) and spelling skills were assessed in 2,095 first year bachelor students. Two questionnaires were created for the present study, namely a prospective and a retrospective metacognition questionnaire. The Prospective Metacognition Questionnaire (PMQ) assessed student"s MK of the self as speller and student"s use of MS in spelling, namely checking of spelling. The Retrospective Metacognition Questionnaire (RMQ). The RMQ assessed metacognitive experiences, namely feeling of confidence (FOC; metacognitive feeling) and estimate of the number of spelling errors (EOSE; metacognitive judgment). Also, a score showing the correspondence between the ratings of FOC and actual performance was calculated as well as a calibration index using the EOSE. At the performance level the type of spelling errors were analysed. Moreover the relationship between spelling performance and MK, ME, and MS was studied to investigate if incompetent spellers had poor MK and MS, and less accurate ME. In addition, the "above-average effect" or the tendency of the average person to believe he or she is above average was looked for. Finally the type of metacognitive measures (MK, MS, ME) that predicted most adequately predict proficient spelling was studied.

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Section: Metacognition and Its Facetsmentioning

confidence: 99%

Metacognition and Spelling Performance in College Students

Vanderswalmen

Vrijders²,

Desoete³

2010

Trends and Prospects in Metacognition Research

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“…Efklides (2011) distinguishes between three different metacognitive facets in the Metacognitive and Affective Model of SRL (MASRL) which are related to motivational and affective aspects, namely, metacognitive knowledge (MK) and metacognitive skills (MS) at the person level of SRL, and metacognitive experiences (ME) at the person-task level of SRL. While MK pertains to beliefs, declarative knowledge, theories about goals, strategies, cognitive functions, tasks and persons (Efklides, 2001), MS encompasses procedural knowledge and strategies, including planning, self-monitoring and evaluating (Veenman & Elshout, 1999). ME are described as being overt processes of cognitive monitoring during the completion of a task (Efklides, 2006).…”

Section: *) Introductionmentioning

confidence: 99%

The unidimensionality and overestimation of metacognitive awareness in children:validating the CATOM

2015

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Título: Unidimensionalidad y sobreestimación de la conciencia metacognitiva en niños: Validación del CATOM. Resumen. Los niños normalmente tienen dificultades para informar sobre su funcionamiento metacognitivo, hecho que, con frecuencia, les lleva a sobrevalorarse en situaciones de aprendizaje. Por tanto, este estudio pretende comprender cómo los niños (n = 1029) informan sobre su funcionamiento metacognitivo y ofrece una primera aproximación a la medición de la conciencia metacognitiva (CM) en niños. Así, tras observar que los resultados de un análisis factorial exploratorio indican que el instrumento de medida presenta una estructura unidimensional, se aplicó la Teoría de Respuesta al Ítem para analizar dicha unidimensionalidad así como las interacciones entre los participantes y los ítems. Los resultados indican una buena fiabilidad tanto ítem (.87) como persona (.87), con un alfa de Cronbach .95 para la dimensión CM. Además, los resultados corroboran la tendencia de los niños a sobreestimar su funcionamiento metacognitivo y sugieren que el instrumento tiene un alto potencial tanto para la investigación como para la práctica profesional. Palabras clave: metacognición, conocimiento metacognitivo, habilidades metacognitivas, aprendizaje autoregulado, Teoría de Respuesta al Ítem.Abstract. Children often have difficulty in reporting their metacognitive functioning, which leads them to frequently overrating themselves under learning situations. Hence, this study presents a preliminary approach of how children's metacognitive awareness (MA) can be measured. Essentially, this study aims to understand how children (n =1029) report their metacognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS). Item Response Theory was then used to analyse the unidimensionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87) and good person reliability (.87) with good Cronbach's α for MA (.95). These results show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for researchers and practitioners are discussed. Key words: Metacognition, Metacognitive Knowledge, Metacognitive Skills, Self-regulated Learning, Item Response Theory. 1*) IntroductionThe literature on self-regulation (Pintrich, 2000) considers metacognition as one of its important components because it consists of individuals' knowledge of their own cognitive and affective processes, including their ability to consciously and intentionally monitor and regulate these processes (Hacker, 1998). Flavell (1976) first defined metacognition as active monitoring and subsequent regulation and management of processed information regarding concrete goals or objectives. Later, Efklides (2008) described metacognition as being a "critical component of the self-regulation process because" (p. 283) it includes self-awareness, which in turn, involves past experiences, beliefs and goals, as w...

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“…Expert performance is characterized by high flexibility and swift adaptation to situational demands. This may be due in part to their frequent application of domain-specific strategies, which develop with increasing expertise (Veenman & Elshout, 1999). Experts are usually more concerned with improving processes of leaning than with improving learning outcomes (Kitsantas & Zimmerman, 2002).…”

Section: Expertise and Prior Knowledgementioning

confidence: 99%

The Impact of Cross-curricular Competences and Prior Knowledge on Learning Outcomes

Neuenhaus

Artelt

Schneider

2013

IJHE

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This review begins by outlining the historical discussion about the relative importance of fostering cross-curricular competencies versus domain-specific prior knowledge as central goals of education. Metacognition and prior knowledge are then introduced as constructs representing these two goals; their development and effects on learning outcomes are described from a theoretical perspective. Empirical research on metacognition and expertise-and especially on mechanisms of acquisition-is then presented, illustrating commonalities between the two concepts and drawing attention to the need to take interactions between the two into account when analyzing their impact on learning outcomes. Most of the research discussed in the article draws on cross-sectional data. Systematic longitudinal research of combined effects in different subject domains is required to gain a better understanding of developmental mechanisms and stage-specific effects.

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Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise

Cited by 114 publications

References 24 publications

Metacognition and Spelling Performance in College Students

Metacognition and Spelling Performance in College Students

The unidimensionality and overestimation of metacognitive awareness in children:validating the CATOM

The Impact of Cross-curricular Competences and Prior Knowledge on Learning Outcomes

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