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Related Experiment Videos

Metacognition reconsidered: implications for intervention research.

R A Reeve, A L Brown

    Journal of Abnormal Child Psychology
    |September 1, 1985
    PubMed
    Summary

    Metacognitive training improves children's problem-solving skills. Further research is needed on metacognition acquisition, its use for learning difficulties, and its relation to self-evaluation.

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    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Educational Psychology

    Background:

    • Metacognitive training has shown success in enhancing children's problem-solving abilities.
    • The construct of metacognition requires further conceptual refinement for continued utility.
    • Existing research highlights the need for deeper understanding of metacognitive processes.

    Purpose of the Study:

    • To explore the acquisition processes of metacognitive abilities in children.
    • To investigate the application of metacognitive knowledge in supporting children with learning difficulties.
    • To examine the relationship between metacognition and other self-evaluation mechanisms.

    Main Methods:

    • The study proposes theoretical advancements and outlines future research directions.
    • It involves a critical review of existing literature on metacognition.
    • The research suggests empirical investigations into the acquisition and application of metacognitive skills.

    Main Results:

    • Metacognitive training is effective for improving problem-solving skills in children.
    • Refinement of the metacognition concept is crucial for its explanatory power.
    • Key areas for future research include acquisition, application for learning difficulties, and links to self-evaluation.

    Conclusions:

    • Further research is essential to refine the concept of metacognition.
    • Understanding metacognitive development is key to educational interventions.
    • Metacognition's role in self-evaluation warrants further investigation.

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