The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory

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

doi:10.1016/j.learninstruc.2006.07.008

Cited by 80 publications

(50 citation statements)

References 38 publications

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“…Think-alouds may not be appropriate for measuring automated processes (McNamara 2011;Veenman 2011b). But when collecting the protocols in an appropriate manner (Ericsson and Simon 1993), with tasks of a suitable level of complexity (Prins et al 2006), think-alouds provide rich information on consciously used metacognitive processes. In our study, the think-aloud measure explains a total of 33 percent of the variance in mathematics performance, which is comparable to the predictive validity reported in other studies with think-aloud measures .…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Some additional differences between performance judgments and think-aloud scores may be caused by the fact that in think-alouds, metacognitive activities are measured which students perform without a specific assignment, while in the other on-line measures information is gathered about the quality of students metacognitive processes when instructed to perform certain actions. When comparing these different types of measures, it is important to use word problems with an adequate level of difficulty so students are enticed to use a varied set of metacognitive activities (Prins et al 2006).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

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Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

View full text Add to dashboard Cite

show abstract

“…In general, these changes are attracting a higher age group to tertiary education and are resulting in more heterogeneous student bodies (see Research on secondary (see e.g., Peske & Haycock 2006) and tertiary education has shown that heterogeneous classes are challenging for the teaching (e.g., for differences in prior knowledge of economics at the beginning of higher education, see Zlatkin-Troitschanskaia, Förster, Schmidt, Brückner & Beck 2015). Heterogeneity is found not only in the social and cultural backgrounds of firstyear students in economic studies (for approaches considering the personal background in teaching see, e.g., Bartlett 2012), but also in cognitive preconditions, such as prior knowledge of economics (see CEE 2014), and in general intellectual ability (see Prins, Veenman & Elshout 2006). In fact, such differences in personal dispositions often manifest during secondary school (e.g., for PISA, see Fertig 2003; for TIMMS, see Mullis et al 2000).…”

Section: Heterogeneous Cognitive Preconditions -A Challenge For Teachmentioning

confidence: 99%

“…2 To determine the most important factors of heterogeneity, we followed suggestions from teaching and learning theory and focused on the prior knowledge of learners (see e.g., and on their general intellectual ability (Prins, Veenman & Elshout 2006). 3 We investigated the extent to which these two characteristics affect knowledge acquisition in economics.…”

Section: Heterogeneous Cognitive Preconditions -A Challenge For Teachmentioning

confidence: 99%

Economic Competence and Financial Literacy of Young Adults

Wuttke¹,

Seifried²,

Schumann³

2016

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“…A pesquisa com os aprendizes experientes (expert learners), por exemplo, revelou que a presença de estratégias metacognitivas explica em grande parte a facilidade com que eles aprendem (Coll & Onrubia, 2004). Algumas pesquisas mostram que o peso das habilidades metacognitivas pode até superar o da capacidade intelectual (Prins, Veenman, & Elshout, 2006). Considerando a forte relação entre metacognição e aprendizagem, e visando otimizar a aprendizagem e o rendimento escolar dos alunos, vêm sendo desenvolvidas no âmbito educacional proposições e programas instrucionais em muito apoiados no conhecimento sobre metacognição (Jou & Sperb, 2008;Monereo et al, 2004;Pozo et al, 2004).…”

Section: Metacognição E Aprendizagemunclassified

Metacognição e funções executivas: relações entre os conceitos e implicações para a aprendizagem

Corso

Sperb

Jou

et al. 2013

Psic.: Teor. e Pesq.

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RESUMO -A pesquisa sobre aprendizagem indica que as capacidades de planejamento, monitoramento e controle são centrais ao processo de aprender e que falhas ou atraso no seu desenvolvimento estão presentes nas dificuldades de aprendizagem. Tais capacidades são definidas como metacognição em uma abordagem psicológica e como funções executivas em uma abordagem neuropsicológica. Assim, deparamo-nos com dois conceitos distintos que remetem a capacidades mentais semelhantes. Neste trabalho objetivou-se, através da revisão da literatura clássica e recente, examinar os conceitos de metacognição e de funções executivas, relacionando-os entre si e com o aprender. Como resultado, evidenciou-se que os conceitos aproximam-se em alguns aspectos e divergem em outros, e que há dados empíricos iniciais confirmando a relação entre as habilidades descritas pelos dois conceitos.Palavras-chave: metacognição, funções executivas, cognição, aprendizagem Metacognition and Executive Functions:Relationships between Concepts and Implications for Learning ABSTRACT -Research on learning indicates that the capacities of planning, monitoring and controlling one's own activity has a central role in learning, and that failure or delay in its development are present in learning disabilities. Such capacities are defined as metacognition in the psychological approach, and as executive functions in the neuropsychological approach. Thus, these two different concepts seem to refer to similar capacities. By reviewing both classic and recent literature, we aimed to examine these two concepts, relating them to each other and to learning. As a result, we found that these concepts converge in some aspects, but differ in others; and that there are some initial empirical data confirming the relationship between the skills described by both concepts. O estudo sobre a aprendizagem, realizado no marco de diferentes perspectivas teóricas e no âmbito de disciplinas distintas, vem relacionando o processo de aprender às capacidades de planejamento e regulação da própria atividade em função de determinados objetivos. A Psicologia Cognitiva atribui a tal capacidade -definida como metacognição -um papel central no processo de aprendizagem (Jou & Sperb, 2006;Son, 2007;Veenman, Van Jout-Wolters & Afflerbach, 2006). No campo da Educação, confere-se às estratégias metacognitivas, entendidas aí como um conjunto de práticas e procedimentos, o potencial para aprimorar o processo do aprendizado (Jou & Sperb, 2008;Martín, 2004;. KeywordsAo mesmo tempo, as dificuldades de aprendizagem aparecem, em diferentes estudos, relacionadas a falhas ou ao atraso no desenvolvimento dessas capacidades de planejamento, monitoramento e controle da própria atividade (Cutting, Materek, Cole, Levine, & Mahone, 2009;Cypel, 2006;Fletcher, Lyons, Fuchs, & Barnes, 2009;Van der Sluis, Jong, & Van der Leij, 2006). Da perspectiva da Neuropsicologia, são as funções executivas que respondem por tais capacidades.Ao revisar as publicações sobre aprendizagem e dificuldades de aprendizagem, deparamo-nos com ...

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The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory

Cited by 80 publications

References 38 publications

Towards efficient measurement of metacognition in mathematical problem solving

Towards efficient measurement of metacognition in mathematical problem solving

Economic Competence and Financial Literacy of Young Adults

Metacognição e funções executivas: relações entre os conceitos e implicações para a aprendizagem

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