Metacognition and learning: conceptual and methodological considerations

Veenman, Marcel V. J.; Hout-Wolters, B.H.A.M. van; Afflerbach, Peter

doi:10.1007/s11409-006-6893-0

Cited by 1,405 publications

(1,137 citation statements)

References 55 publications

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“…The pattern of results reported here are consistent with the notion that the ability to accurately assess memory strength may not emerge until around 8 -10 years of age (e.g. Veenman, Van Hout-Wolters, & Afflerbach, 2006).…”

Section: Discussionsupporting

confidence: 88%

Receiver operating characteristic analysis of age-related changes in lineup performance

Humphries

Flowe

2015

Journal of Experimental Child Psychology

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In the basic face memory literature, support has been found for the late maturation hypothesis, which holds that face recognition ability is not fully developed until at least adolescence. Support for the late maturation hypothesis in the criminal lineup identification literature, however, has been equivocal, because of the analytic approach that has been used to examine age-related changes in identification performance. Recently, Receiver Operator Characteristics (ROC) analysis was applied for the first time in the adult eyewitness memory literature to examine whether memory sensitivity differs across different types of lineup tests (Gronlund et al. 2012;Mickes, Flowe, & Wixted, 2012). ROC analysis allows for the separation of memory sensitivity from response bias in the analysis of recognition data. Here, we make the first ROC-based comparison of adults' and children's (5-6 years and 9-10 years) memory performance on lineups by reanalysing data from Humphries, Holliday, & Flowe 3 (2012). In line with the late maturation hypothesis, memory sensitivity was significantly greater for adults compared to young children. Memory sensitivity for older children was similar to adults. The results indicate that the late maturation hypothesis can be generalized to account for age-related performance differences on an eyewitness memory task. The implications for developmental eyewitness memory research are discussed.

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Section: Discussionsupporting

confidence: 88%

Receiver operating characteristic analysis of age-related changes in lineup performance

Humphries

Flowe

2015

Journal of Experimental Child Psychology

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“…There are different methods of assessing metacognition (Desoete, 2008;Sperling, Howard, Miller, & Murphy, 2002;Tobias & Everson, 2000;Veenman, Van Hout-Wolters, & Afflerbach, 2006). Self-report questionnaires are frequently used to assess metacognitive knowledge and self-ratings are usual measures for metacognitive experiences (Efklides, 2008).…”

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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“…These definitions show several components without any consensus being reached concerning their nature and number (Anderson, Nashon & Thomas, 2009;Livingston, 1997;Noël, 1997;Veenman, Hout-Wolters & Afflerbach, 2006;Vianin, 2009). They use heterogeneous terms, leading numerous authors to consider the concept as «fuzzy» (e.g., Akturk & Sahin, 2011;Brown, 1987;Hacker, 1998).…”

Section: Theoretical Background Introductionmentioning

confidence: 99%

Metacognitive Components in Learning to Learn Approaches

Frenkel

2014

IJPBA

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Abstract. Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a "metacognitive deficit". We refer to a "sleeping potential" instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. The EDUCA + project is intended to provide possible solutions. Purpose. The aim of this paper is to present a metacognitive and cognitive theory of learning to learn, which will (a) explain why numerous students are having school difficulties, and (b) predict the success of the EDUCA + project.

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Metacognition and learning: conceptual and methodological considerations

Cited by 1,405 publications

References 55 publications

Receiver operating characteristic analysis of age-related changes in lineup performance

Receiver operating characteristic analysis of age-related changes in lineup performance

Metacognition and Spelling Performance in College Students

Metacognitive Components in Learning to Learn Approaches

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