This paper reports on the development, self-critique and evolution of research methods for interpreting and understanding students' metacognition that were developed through the Metacognition and Reflective Inquiry (MRI) collaborative study. The MRI collaborative was a multi-year, multi-case, research study that investigated the elusive nature and…

In this study, we explore academic procrastination and associated motivation variables in 612 adolescents from Canada and Singapore. Few studies have explored adolescent procrastination and no previous studies have investigated adolescent procrastination using a cross-cultural framework. Singaporean adolescents reported higher levels of…

In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive-situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained…

The objective of this paper is to review and synthesize two interrelated topics in the adult metacomprehension literature: the bases of metacomprehension judgment and the constraints on metacomprehension accuracy. Our review shows that adult readers base their metacomprehension judgments on different types of information, including experiences…

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. The Foundation endeavors to improve the life options of all students, especially underserved urban youth of color, whom we refer to as "Our…

Prior research has established that peer tutors can benefit academically from their tutoring experiences. However, although tutor learning has been observed across diverse settings, the magnitude of these gains is often underwhelming. In this review, the authors consider how analyses of tutors' actual behaviors may help to account for variation in…

Discusses strategy-like behaviors in a memory-for-location task found in four studies of 18- to 24-month-old children. Interprets results as evidence of an early natural propensity to keep alive what must be remembered, a rudimentary version of what will later become more elaborate mnemonic strategies. (Author/CB)

Presents evidence from the memory development literature showing why strategies and metaknowledge are not sufficient factors to account for memory development. Summarizes current research on the influence of the general knowledge base, including general world-knowledge and domain-specific knowledge and procedures. Discusses questions that must be…

Forty-five normally developing children, ages five, six, and seven, participated in a metaphonologic study examining the knowledge of auditory/articulatory correspondences. With development, there were significant increases in correct responses on the nonverbal task and in verbal explanation types. No significant relationship between performance…

It has been shown that internally generated (thought or imagination) and externally generated (events, things, or people encountered in the past) autobiographical memories differ in characteristic ways. To examine the consequences of rehearsal on simulated perceived and imagined autobiographical memories, 36 undergraduate students participated in…

Four experiments studied 4- to 6-year-old children's understanding of inferential reasoning as a source of knowledge. To assess understanding that knowledge of relevant premises leads to knowledge of the conclusion, children had to judge the knowledge of another person, who was presented to the child as being aware of two premises. (Author/BN)

The Flavell (l981) model of cognitive monitoring and metamnemonic development was tested by four experiments conducted to determine whether preschool children (1) recognize that mood, fatigue, and fear are variables that influence learning; and (2) self-monitor their internal states and adjust their study behavior when they are sad or tired. (NH)

The research study investigated the memory and metamemory abilities of four severely to profoundly deaf students with bilateral sensory-neural loss, between the ages of 9 and 20 years. Metamemory was investigated with four modified subtests identified as "story list,""study plan,""retrieval event," and "opposites-arbitrary." Encoding was…

A vignette procedure was used to elicit knowledge of delay of gratification strategies in 84 4-, 6-, and 8-year-old children. The 4-year-olds evinced minimal knowledge of effective delay strategies; 50% of 6-year-olds and 94% of 8-year-olds could describe at least one form of distractive strategy. (Author/BN)

Production and judgment tasks were used to investigate five- through eight-year-old children's metalinguistic awareness of pragmatic rules concerning direct and indirect requests for action and information. Results showed several effects for age of child and for type of request. (Author/RH)