The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory

By Frans J. Prins, M. Veenman, Jan J. Elshout. 2006

131 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1abf93ac50eaa47aaed493d1a63163892ed82787

How researchers see this paper

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

In Artificial Intelligence

1. M. Stel
2. Louise Gascoine
3. Steven I. Higgins
4. Kate Wall
5. Kim Deelen
6. J. Haenen
7. Hilde Van Keer
8. Liesje De Backer

In Developmental and Educational Psychology

1. M. Stel
2. Hilde Van Keer
3. Steven I. Higgins
4. Kate Wall
5. Louise Gascoine
6. Kim Deelen
7. J. Haenen
8. M. Veenman

In Education

1. M. Stel
2. Hilde Van Keer
3. Steven I. Higgins
4. M. Veenman
5. Kate Wall
6. Louise Gascoine
7. Kim Deelen
8. J. Haenen

Citations in the corpus

• A conceptual analysis of five measures of metacognitive monitoring (2009, background): “My purpose is to address the ongoing debate about how to measure metacognitive judgments (Allwood et al. 2005; Dunn 2004; Juslin et al. 1996; Keren 1991; Koriat et al. 2002; Nelson 1996; Prins et al. 2006; Stewart et al. 2005; Wallsten 1996; Wright 1996).”
• The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, methodology): “Thinking-aloud protocols were analyzed on spontaneous use of metacognitive skills according to the procedure of Veenman ( Prins, Veenman, & Elshout, 2006; Van der Stel & Veenman, 2008; Veenman & Spaans, 2005; Veenman et al., 2004).”
• The assessment of metacognition in children aged 4–16 years: a systematic review (2017, methodology): “Veenman and colleagues have explored metacognitive skilfulness via the reportedly online method of TAPs, examples include Prins, Veenman, and Elshout (2006), van der Stel and Veenman (2010) and (Veenman et al., 2005).”
• Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, background): “Therefore, extremely difficult problems, where the dyads would not be able to operate beyond the boundary of their capacity (see Prins et al., 2006; Vygotsky, 1978), were not included in the present study.”
• Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “…metacognitive skilfulness is strongly related to intellectual ability (e.g. Veenman & Beishuizen, 2004) and correlates with students’ cognition (e.g. Prins et al., 2006; Sternberg, 1998) and learning performance (e.g. Coutinho, Wiemer-Hastings, Skowronski, & Britt, 2005; Van der Stel & Veenman,…”