The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education

By M. Schneider. 2008

426 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/eec0f4c82a13f3d0ac1acfbedcdd7d3da223e70e

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2021, background): “Previous research has found that while MC thinking is evident in young children, its use in learning contexts to efficiently plan and control effort and attention to focus on what needs to be learned increases across childhood (Paulus et al. 2014; review by Schneider 2008).”
The Emergence of Scientific Reasoning (2012, background): “continues through adolescence (Schneider, 2008), so there may not be a particular age that memory and metamemory limitations are no longer a consideration for children and”
Granularity matters: comparing different ways of measuring self-regulated learning (2019, background): “…example on the degree of overlap between students’ self-reports of cognitive strategy use and their actual strategy use, or on outcome variables, such as the level of correspondence between students’ estimated achievement and their actual achievement (e.g. judgments of learning, Schneider 2008).”
Fifth graders metacognitive knowledge: general or domain-specific? (2011, background): “dependent and domain-specific at an early state and does generalize throughout primary school (Schneider 2008).”
Enhanced Memory as a Common Effect of Active Learning (2016, background): “In general, young children’s study decisions reflect sensitivity to the strength of their own memories, but the ability to strategically control study is seen to improve over the course of adolescence (see Schneider, 2008 for a review).”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “Since the development of metacognitive knowledge is correlated with age-related improvements in human memory and Schwartz, 2002; Schneider, 2008).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “Studies have documented that children are able to monitor their learning process from the time they enter school (von der Linden, Schneider, & Roebers, 2011), but although younger children can make accurate monitoring it does not always lead to appropriate self-regulation (Schneider, 2008).”
Metacognition: A Literature Review (2011, background): “Schneider (2008) observes that the most studied type of procedural metamemory is self-monitoring.”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “This mode involves a type of metamemory (Schneider, 2008), meaning that it refers to the implementation of strategies that are remembered to have some greater influence than others regarding the performance goals.”
A review of research on metacognition in science education: current and future directions (2013, background): “Children’s metacognition increases with age and continues to develop throughout elementary school (Larkin, 2010; Schneider, 2008).”
Assessing metacognitive knowledge: Development and evaluation of a test instrument (2013, neutral): “For metacognitive control and regulation no major developmental trend has been identi ﬁ ed so far (cf. Lockl & Schneider, 2002; Schneider, 2008).”
Metacognition in Psychology (2019, methodology): “The historical origin of research on metacognition in developmental psychology is Flavell’s (1979) distinction between metacognitive knowledge, experience, and strategies (Schneider, 2008).”
The development of prospective memory in children: An executive framework (2014, background): “Second, meta-memory develops over the early years of childhood (see Schneider, 2008) and knowledge of memory strategies could well promote better PM performance.”
Inducing Self-Explanation: a Meta-Analysis (2018, neutral): “Students ’ metacognitive and self-regulatory abilities increase throughout childhood and adolescence (Gestsdottir and Lerner 2008; Kopp 1982; Raffaelli et al. 2005; Schneider 2008; Weil et al. 2013).”