Relation between intellectual and metacognitive skills: Age and task differences

By M. Veenman, M. Spaans. 2005

505 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6d093c359193e365a7da8e8bba9c82f5f26d4e55

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Assessing metacognitive knowledge: Development and evaluation of a test instrument (2013, unknown): “…measures for error detection or allocation of study time (Dubowy, 2010; Lockl & Schneider, 2003; Metcalfe, 2009; Pieschl, 2009), thinking-aloud protocols (Veenman, 2005) or log-ﬁ le-based analyses for computer-based learning (Azevedo, 2007); for an overview see, for example, Zimmerman (2008).”
Metacognition and learning: conceptual and methodological considerations (2006, background): “…for 17 percent of variance in learning, whereas both predictors share another 20 percent of variance in learning for students of different ages and background, for different types of tasks, and for different domains (for an overview, see Veenman, Wilhelm & Beishuizen, 2004; Veenman & Spaans, 2005).”
The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, methodology): “Metacognitive skills appear to be highly interdependent, also for math tasks (Veenman & Spaans, 2005).”
The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, methodology): “Flavell’s (1979) framework has also been extended and applied in clinical and educational contexts (e.g., Cross & Paris, 1998; Peverly, Brobst, & Morris, 2002; Swanson, 1990; Veenman & Spaans, 2005).”
Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains (2008, methodology): “…to earlier studies on the generality vs. domain specifi city of metacognitive skills (Prins, 2002; Veenman, 1993; Veenman & Beishuizen, 2004; Veenman & Spaans, 2005; Veenman & Verheij, 2003), however, participants in the present study are young students (12 years), and the differences in…”
Multiculturalism and Entrepreneurial Intentions: Understanding the Mediating Role of Cognitions (2018, background): “…in explaining an individual’s perceptions, decisions, and actions (Ang et al., 2007; Livingston, 2003; Nelson, 1996; Veenman & Elshout, 1999; Veenman & Spaans, 2005) suggest that metacognitive intelligence may be more important when performing cognitive and behavioral tasks that demand an…”
The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “Regarding individual development, research indicates that children’s ability to regulate, monitor, and reflect upon their problem solving correlates strongly with their success as learners and problem solvers (Veenman & Spaans, 2005; Whitebread & Pino Pasternak, 2010).”
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008, background): “1983), but only use them later, not before the age of 11–12 (Veenman and Spaans 2005).”
Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, methodology): “Veenman and Spaans (2005) assumed that metacognitive skills might be initially acquired within separate tasks and domains, and then progressively become a generalized repertoire across tasks and domains.”
State of the art – teacher effectiveness and professional learning (2014, unknown): “Veenman, Wilhelm, and Beishuizen (2004) and Veenman and Spaans (2005) found that metacognitive skills and intelligence are moderately correlated.”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “…successful problem solving (e.g., Desoete, 2009; Fuchs et al., 2003; Hegarty, Mayer, & Monk, 1995; Schoenfeld, 1992) and is considered a strong predictor of learning performance even when the influence of intelligence is controlled (e.g., van der Stel & Veenman, 2008, 2010; Veenman & Spaans, 2005).”
Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems (2010, background): “For example, Veenman and Spaans (2005) found that the metacognitive skills of secondary school children predict their performance on mathematical problems, largely irrespective of intellectual ability.”
Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. (2006, background): “Metacognition is a global construct (Jacobs & Paris, 1987), which is independent of intellectual ability (Swanson, 1990; Veenman & Spaans, 2005) and develops with age and experience (Garner & Alexander, 1989).”