The Relation between Intellectual and Metacognitive Skills from a Developmental Perspective

Autor/inn/en	Veenman, Marcel V. J.; Wilhelm, Pascal; Beishuizen, Jos J.
Titel	The Relation between Intellectual and Metacognitive Skills from a Developmental Perspective
Quelle	In: Learning and Instruction, 14 (2004) 1, S.89-109 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2003.10.004
Schlagwörter	Intelligence; Metacognition; Thinking Skills; Skill Development; Transfer of Training; Cognitive Development; Age Differences; Grade 4; Grade 6; Grade 8; College Students; Individual Characteristics; Child Development; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Ausbildung; Kognitive Entwicklung; Age; Difference; Age difference; Altersunterschied; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Collegestudent; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Kindesentwicklung; Ausland; Niederlande
Abstract	The first objective of this study was to establish to what extent metacognitive skill development is associated with intelligence. As a second objective, the generality vs. domain-specificity of maturing metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills. Participants from four age groups (fourth-, sixth-, and eighth-graders, and university students) performed four inductive learning tasks, representing different domains. Intelligence, metacognitive skillfulness and learning performances were assessed for each participant. Results show that metacognitive skillfulness is a general, person-related characteristic across age groups, rather than being domain-specific. Moreover, metacognitive skills appear to develop and to contribute to learning performance, partly independent of intelligence. Educational implications are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10