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European Journal of Cognitive Psychology Volume 19, 2007 - Issue 4-5: Bridging Cognitive Science and Education: Learning, Memory, and Metacognition
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Original Articles

Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise

Anique B. H. de Bruin Department of Psychology, Erasmus University Rotterdam, Rotterdam, The NetherlandsCorrespondence[email protected]
,
Remy M. J. P. Rikers Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
&
Henk G. Schmidt Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
Pages 671-688 | Published online: 02 Jul 2007

Citations (17)

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Read on this site (2)

Martine Baars, Tamara van Gog, Anique de Bruin & Fred Paas. (2017) Effects of problem solving after worked example study on secondary school children’s monitoring accuracy. Educational Psychology 37:7, pages 810-834.
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Elisabeth Löffler, Nicole von der Linden & Wolfgang Schneider. (2016) Influence of Domain Knowledge on Monitoring Performance Across the Life Span. Journal of Cognition and Development 17:5, pages 765-785.
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Articles from other publishers (15)

Amber E. Witherby, Shana K. Carpenter & Andrew M. Smith. (2023) Exploring the relationship between prior knowledge and metacognitive monitoring accuracy. Metacognition and Learning 18:2, pages 591-621.
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Chunliang Yang, Wenbo Zhao, Bo Yuan, Liang Luo & David R. Shanks. (2022) Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness. Review of Educational Research 93:2, pages 143-194.
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Stefanie Golke, Tim Steininger & Jörg Wittwer. (2022) What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias. Educational Psychology Review 34:4, pages 2405-2450.
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Jenny V. Bittner, Christian Stamov Roßnagel & Ursula M. Staudinger. (2021) Educational self-regulation competence: toward a lifespan-based concept and assessment strategy. International Journal for Educational and Vocational Guidance 22:2, pages 307-325.
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Nora A. McIntyre. (2022) Accelerating online learning: Machine learning insights into the importance of cumulative experience, independence, and country setting. Computers and Education: Artificial Intelligence 3, pages 100106.
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雅婧 黄. (2021) The Double-Edged Effect of Prior Knowledge on Meta-Comprehension. Advances in Psychology 11:10, pages 2343-2349.
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Tamara van Gog, Vincent Hoogerheide & Milou van Harsel. (2020) The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review 32:4, pages 1055-1072.
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Anja Prinz, Stefanie Golke & Jörg Wittwer. (2018) The double curse of misconceptions: misconceptions impair not only text comprehension but also metacomprehension in the domain of statistics. Instructional Science 46:5, pages 723-765.
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Martine Baars, Tamara van Gog, Anique de Bruin & Fred Paas. (2018) Accuracy of primary school children’s immediate and delayed judgments of learning about problem-solving tasks. Studies in Educational Evaluation 58, pages 51-59.
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Daniel L. Dinsmore, Sandra M. Loughlin, Meghan M. Parkinson & Patricia A. Alexander. (2015) The effects of persuasive and expository text on metacognitive monitoring and control. Learning and Individual Differences 38, pages 54-60.
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Martine Baars, Sigrid Vink, Tamara van Gog, Anique de Bruin & Fred Paas. (2014) Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction 33, pages 92-107.
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Zehra F. Peynircioğlu, Brian J. Brandler, Timothy J. Hohman & Niels Knutson. (2013) Metacognitive judgments in music performance. Psychology of Music 42:5, pages 748-762.
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Martine Baars, Tamara van Gog, Anique de Bruin & Fred Paas. (2014) Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy. Applied Cognitive Psychology 28:3, pages 382-391.
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Martine Baars, Sandra Visser, Tamara van Gog, Anique de Bruin & Fred Paas. (2013) Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy. Contemporary Educational Psychology 38:4, pages 395-406.
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Anique B.H. de Bruin & Tamara van Gog. (2012) Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction 22:4, pages 245-252.
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