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Direct linkFitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G. – Metacognition and Learning, 2020
Understanding fraction magnitudes is especially important in daily life, but fraction reasoning is quite difficult. To accurately reason about fraction magnitudes, adults need to monitor what they know and what they do not know. However, little is known about which cues adults use to monitor fraction performance. Across two studies, we examined…
Descriptors: Fractions, Cues, Metacognition, Familiarity
Gönül, Gökhan; Tsalas, Nike; Paulus, Markus – Metacognition and Learning, 2021
The effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age…
Descriptors: Metacognition, Cues, Time Management, Age Differences
Tsalas, Nike; Sodian, Beate; Paulus, Markus – Metacognition and Learning, 2017
Metacognitive control is an important factor for successful learning and has been shown to increase across childhood and adolescence. Only few studies have attempted to investigate the cognitive processes and psychological mechanisms that subserve metacognitively-based control and the development thereof. Accordingly, the aim of the current study…
Descriptors: Metacognition, Children, Adults, Correlation
Vlach, Haley A.; Noll, Nigel – Metacognition and Learning, 2016
Adults modify the way they speak to children to support children's learning across several domains. However, no previous research has studied whether adults change their language when explaining science to children. The current study examined if and how adults change the manner in which they talk about science when providing explanations to…
Descriptors: Metacognition, Science Instruction, Science Education, Scientific Concepts
Roderer, Thomas; Roebers, Claudia M. – Metacognition and Learning, 2014
This study focuses on relations between 7- and 9-year-old children's and adults' metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants' control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750).…
Descriptors: Children, Adults, Metacognition, Cognitive Processes
Knutsson, Jens; Allwood, Carl Martin; Johansson, Marcus – Metacognition and Learning, 2011
Witnesses' event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event ("repetition") and of "probes"…
Descriptors: Video Technology, Realism, Recall (Psychology), Children
