Complexity, Metacognition, and Fluid Intelligence

By L. Stankov. 2000

196 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/088b4043597cb06b2441ab746da9a391f41c1ef7

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In Artificial Intelligence

In Experimental and Cognitive Psychology

Citations in the corpus

Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance (2003, background): “…phenomenon is usually referred to as expectancy effect, and has been the underlying issue of a variety of research lines, such as selfmonitoring (Stankov, 2000), self-handicap (Rhodewalt, 1990), self-evaluation (Flett, Hewitt, Blanckstein, & Gray, 1998; Morris & Liebert, 1969), self-motivation…”
Developmental Changes in Working Memory, Updating, and Math Achievement. (2016, background): “In the same sense as complexity was defined in the intelligence literature (e.g., Stankov, 2000), more complex tasks require a broader range of math knowledge for solution.”
The relation between intellectual and metacognitive skills from a developmental perspective (2004, background): “Stankov (2000) also argued that metacognition is partly independent of fluid intelligence.”
Personality, Intelligence and General Knowledge. (2006, background): “…Hofstee, 2001; Holland et al., 1995; Zeidner & Matthews, 2000), there is considerable interest in the overlap between these two major pillars of differential psychology (Ackerman & Heggestad, 1997; Chamorro-Premuzic & Furnham, 2004; Eysenck, 1994; Eysenck & Eysenck, 1985; Stankov, 1999, 2000).”
CONFIDENCE AND COGNITIVE TEST PERFORMANCE (2007, methodology): “…study employed confidence scores based only on TOELF iBT, but previous work has shown that the confidence factor can be reliably extracted from a large number of diverse cognitive tests (Kleitman & Stankov, 2001; Pallier et al., 2002; Stankov, 1998, 1999, 2000; Stankov & Crawford, 1996, 1997).”
The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, background): “…of some studies is restricted to the relation between intellectual ability and metacognitive skillfulness, thereby excluding the relation of both predictors with learning performance (Alexander et al., 1995; Berger & Reid, 1989; Span & OvertoomCorsmit, 1986; Shore & Dover, 1987; Stankov, 2000).”
Self-confidence and metacognitive processes (2007, background): “The descriptive statistics and reliability estimates presented in Table 1 are consistent with previous findings with similar cognitive tests (e.g., Kleitman & Stankov, 2001a,b; Pallier et al., 2002; Stankov, 2000).”
Attention and Working Memory as Predictors of Intelligence. (2004, background): “Swaps Test This test (Stankov, 2001) also requires the reordering of symbols.”
Why is Conscientiousness negatively correlated with intelligence (2004, background): “It should also be noted that according to some researchers gf is also understood as real g (Stankov, 2000).”
Gender Differences in the Self-Assessment of Accuracy on Cognitive Tasks (2003, background): “For example, Schraw, Stankov, and their respective colleagues have found that confidence ratings assigned to measures of cognitive ability correlate more highly among themselves than do accuracy scores from the same test batteries (Crawford & Stankov, 1996a, 1996b; Kleitman & Stankov, 2001; Schraw, ”
Confidence: the best non-cognitive predictor of academic achievement? (2014, background): “However, we believe that literature on Confidence suggests that it may be useful to treat it as a different construct for the following three reasons: (a) Its theoretical origin is in the area of decision-making and its application extends to a wide range of tasks many of which are not commonly asse”