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2 references
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- Vol 4 RE: Chapters 6, 12
metacognitive regulationself-regulated learningcomprehension monitoringstrategy selectionerror diagnosisthink-aloud protocolscalibrated independenceBook chapter Evidence summaryAt a glance
Veenman examines how learners monitor and regulate cognition, clarifying differences between metacognition and self-regulated learning. Regulation includes orienting to a task, planning, monitoring comprehension and progress, checking results, diagnosing errors, choosing or changing strategies, and evaluating performance.
Key ideas
Learners often possess relevant knowledge yet fail to deploy it conditionally and in sequence; inaccurate monitoring then prevents effective control. Skills are best studied during task performance because questionnaires about typical behaviour may not correspond to on-line regulation. Think-aloud protocols, observations, log files, traces, and performance measures reveal different processes and should be triangulated. Instruction is most effective when regulatory actions are explicitly modelled and explained, practised within subject matter over time, prompted at appropriate moments, followed by feedback, and gradually transferred to learners. Merely telling students to “be metacognitive” or providing decontextualised study tips is unlikely to create a coherent programme of self-instructions.
Why it matters
Teachers also need to distinguish a subject-matter gap from a regulation problem. The chapter’s practical aim is calibrated independence: learners should notice task demands, accurately judge their state, select appropriate actions, and evaluate their consequences without external prompting.
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- Vol 4 RE: Chapters 1, 2, 7
- Vol 4 TE: App C
learning strategiesrehearsal strategieselaboration strategiesorganization strategiescomprehension monitoringaffective strategiesconditional knowledgestrategy transferBook chapter Evidence summaryAt a glance
Weinstein and Mayer define learning strategies as behaviors and thoughts learners use during learning with the intention of influencing encoding and retrieval.
Key ideas
Their taxonomy distinguishes rehearsal, elaboration, and organization strategies for basic and complex tasks, alongside comprehension monitoring and affective or motivational strategies. Rehearsal maintains or selects information; elaboration connects new material with prior knowledge through paraphrase, imagery, examples, or questions; organization identifies structure and relationships; monitoring checks understanding and directs repair; affective strategies manage attention, anxiety, motivation, and study conditions. Strategy instruction should address more than what a technique is. Learners need procedural knowledge for carrying it out, conditional knowledge about when and why it is useful, practice on authentic tasks, feedback, and support for transfer.
Why it matters
The chapter’s enduring contribution is to connect instructional methods with learners’ active information processing while recognizing that possessing a strategy does not ensure its deliberate, motivated, and context-appropriate use.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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