The relation between intellectual and metacognitive skills from a developmental perspective

By M. Veenman, P. Wilhelm, Jos J. Beishuizen. 2004

426 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/324f9c2c9a147cc122446e8df3614af9b861ef5e

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In Developmental and Educational Psychology

Citations in the corpus

The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory (2006, background): “There are three models that may represent the relations between intellectual ability, metacognitive skills, and novice learning (Veenman, 1993; Veenman et al., 2004), namely the intelligence model, the independency model, and the mixed model, each of which are described below.”
Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, methodology): “From an instructional perspective, it would be advisable to extend the training of domain-specifi c metacognitive skills in a particular learning context to more general, domain-surpassing ones (Veenman et al., 2004).”
Self-Evaluation of Decision-Making: A General Bayesian Framework for Metacognitive Computation (2017, background): “For instance, a child studying for an exam will perform better if they have an accurate impression of how much there is still to learn (Veenman et al., 2004).”
Facilitating Flexible Problem Solving: A Cognitive Load Perspective (2010, background): “Other important attributes of flexible expertise such as well-developed self-regulation and metacognitive skills as well as attitudes also need to be taken into account (e.g., Azevedo 2005; Veenman et al. 2004; White and Frederiksen 2005).”
Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains (2008, background): “It remains to be ascertained more thoroughly whether the mixed model can be generalized to younger students with less developed metacognitive skills, performing different tasks in different domains (see Veenman & Spaans, 2005; Veenman et al., 2004).”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “Established belief has asserted that metacognitive skills in particular do not emerge until much later than this at aged eight years or even beyond this (Bartsch, Horvath, & Estes, 2003; Kuhn, 1999b; Veenman et al., 2004).”
Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots (2006, background): “From a modern cognitive point of view, Dewey was trying to advance students’ metacognitive ability, which has been shown to be an important predictor of inductive problem-solving by novices in the context of well defined problems (Veenman et al. 2004), a topic of great interest to the pioneers of pr”
The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, methodology): “The results of our study point in the direction of a monotonic development in metacognitive skills as well: a continuous growth of metacognitive skills with age, alongside intellectual growth ( Veenman et al., 2004 ), corroborating the second hypothesis.”
Metacognition and learning: conceptual and methodological considerations (2006, background): “Van HoutWolters, 2000), on-line computer-logfile registration (Veenman et al., 2004), and eye-movement registration (Kinnunen & Vauras, 1995).”
Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems (2010, background): “Metacognitive awareness may occur at the age of 4–6 years as a feeling that something is wrong (Blote, Van Otterloo, Stevenson, & Veenman, 2004 ; Demetriou & Efklides, 1990 ).”