Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement

By Z. Mevarech, Chagit Amrany. 2008

89 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3d675c57957efbdcd1b36d65ede35b52916efc35

How researchers see this paper

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

In Cognitive Neuroscience

1. Feng Teng
2. M. Veenman

In Developmental and Educational Psychology

1. M. Stel
2. Kim Deelen
3. J. Haenen
4. M. Veenman
5. Feng Teng
6. (Mark) Feng Teng
7. Sarit Barzilai
8. Anat Zohar

Citations in the corpus

• Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition (2016, methodology): “On the other hand, some students showed advancement n the regulation of metacognition, but not on the knowledge of cognition (Mevarech & Amrany, 2008).”
• The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, background): “Also, Mevarech and Amrany (2008) report about students who did not report attempting to comprehend a problem prior to solving it.”
• Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “…of evidence points to the efficacy of explicitly teaching strategies for Archived at Flinders University: dspace.flinders.edu.au cognitive elaboration of subject-matter and for metacognitive regulation (Mevarech & Amrany, 2008; Veenman, van Hout-Wolters, & Afflerbach, 2006; Zohar & David, 2008).”