Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts

By Kirsten Berthold, Matthias Nückles, Alexander Renkl. 2007

330 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1149d46f22ec16401ecaaa6843e9a7db381194d5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, result): “Regarding prior research, our results are in line with those that explored the effect of scripts (and also prompts and cues) on selfregulation (e.g. Bannert, 2009; Berthold et al., 2007; Kramarski & Dudai, 2009; Kramarski & Michalsky, 2010).”
Expertise reversal effects in writing-to-learn (2010, methodology): “Nückles et al. (2009) successfully replicated the results of Berthold et al. (2007) using an improved and expanded experimental design.”
Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, positive): “…Nückles and Renkl (2007) had suggested the use of prompted and supported learning protocols (guided reflective journals) to provoke students to engage reflectively with their cognitive and metacognitive strategy use (Berthold et al., 2007; Hübner, Nückles, & Renkl, 2010; Nückles et al., 2009).”
Is it Merely a Question of “What” to Prompt or Also “When” to Prompt? (2009, background): “Second, because prompts are presented at a certain point of time during learning, they also help learners to decide when to do it. But while there is research concerning the question what strategy or process to prompt – and thereby activating knowledge about how and why to use a specific strategy – ”
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, methodology): “Berthold et al. (2007) found that undergraduate students who received cognitive, or a combination of cognitive and metacognitive prompts learned more than students without prompts.”