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2 references
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- Vol 4 RE: Chapters 4, 7, App A, App C
- Vol 4 TE: App C
metacognitive knowledgemetacognitive skillsdomain specificityonline process measuresstrategy transfermetacognitive developmentmeasurement triangulationJournal article Evidence summaryAt a glance
Veenman, Van Hout-Wolters, and Afflerbach introduce Metacognition and Learning by identifying ten conceptual and methodological issues. They distinguish metacognitive knowledge—what learners know about persons, tasks, and strategies—from skills used to plan, monitor, regulate, and evaluate cognition.
Key ideas
These components are related but not identical, and knowing an effective strategy does not ensure its timely use. The article examines whether metacognition is domain-general or domain-specific, how it relates to intelligence, how knowledge and regulation develop, and whether general regulatory skills transfer across tasks. It also considers feelings and judgements that cue control, conscious versus less conscious processes, verbalisation, measurement, and instruction. Common measures—questionnaires, interviews, think-alouds, observations, traces, and performance indicators—capture different aspects and can disagree; on-line process measures are especially important for studying actual regulation.
Why it matters
The authors argue that metacognitive skill contributes to learning beyond intellectual ability but develops through experience and explicit support. Instruction should embed modelling, guided practice, feedback, and gradual independence in meaningful subject matter, while researchers should triangulate methods and avoid treating a broad construct as one interchangeable score.
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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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