EPA2000: A multilingual, programmable computer assessment of off-line metacognition in children with mathematical-learning disabilities

Behavior Research Methods, Instruments, and Computers

Volumn 32, Issue 2, 2000, Pages 304-311

  De Clercq, Armand ^a   Desoete, Annemie ^a   Roeyers, Herbert ^a  

^a GHENT UNIVERSITY   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COMPUTER ASSISTED DIAGNOSIS; COMPUTER INTERFACE; COMPUTER PROGRAM; HUMAN; LANGUAGE; LEARNING DISORDER; MATHEMATICS; REPRODUCIBILITY;

CHILD; DIAGNOSIS, COMPUTER-ASSISTED; HUMANS; LEARNING DISORDERS; MATHEMATICS; REPRODUCIBILITY OF RESULTS; SOFTWARE DESIGN; TRANSLATING; USER-COMPUTER INTERFACE;

EID: 0034184941     PISSN: 07433808     EISSN: None     Source Type: Journal    
DOI: 10.3758/BF03207799     Document Type: Article

References (39)

1. ACKERMANN, P. T., ANHALT, J. M., & DYKMAN, R. A. (1986). Arithmetic automatization failure in children with attention and reading disorders: Associations and sequelae. Journal of Learning Disabilities, 19, 222-231.
2. AMERICAN PSYCHIATRIC ASSOCIATION (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
3. ARTIOLA I FORTUNY, L., & HEATON, R. K. (1996). Standard versus computerized administration of the Wisconsin Card Sorting Test performance in patients with multiple sclerosis. Clinical Neuropsychologist, 44, 420-425.
4. ASHCRAFT, M. A., FIERMAN, B. A., & BARTOLOTTA, R. (1984). The production and verification tasks in mental addition: An empirical comparison. Developmental Review, 4, 157-170.
5. BORKOWSKI, J. G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25, 253-257.
6. BROWN, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Reiner & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.
7. BUYENS, J. (1997). Running Microsoft FrontPage 98. Redmond, WA: Microsoft Press.
8. CAMPBELL, J. I. D. (1998). Linguistic influences in cognitive arithmetic: Comment on Noel, Fias and Brysbaert (1997). Cognition, 67, 353-364.
9. CARR, M., & JESSUP, D. L. (1995). Cognitive and metacognitive predictors of mathematics strategy use. Learning & Individual Differences, 7, 235-247.
10. CATTEEUW, G., & GHESKIERE, P. (1987). GRIPA. Kortrijk, Belgium: Vrij PMS-centrum3.
11. CRACCO, J. BAUDONCK, M., DEBUSSCHERE, A., DEWULF, B., SAMYN, F., & VERCAEMST, V. (1995). Kortrijkse Rekentest [Kortrijk arithmetic test]. Kortrijk, Belgium: Revalidatiecentrum Overleie.
12. DESOETE, A., ROEYERS, H., & BUYSSE, A. (2000). Metacognition and arithmetic performances in primary school. Manuscript submitted for publication.
13. DESOETE, A., ROEYERS, H., & DE CLERCQ, A. (2000). Assessment of metacognitive skills in young children with arithmetic disabilities. Paper presented at the Regional Conference Program IACE, Leiden.
14. DUDAL, P. (1985). Vraagstukken 2de 3de leerjaar [Word problems, Grades 2 and 3]. Torhout: Mach.
15. EFKLIDES, A. (1999). Training domain-specific abilities: The case of experiential structuralism. In J. H. M. Hamers, J. E. H. Van Luit, & B. Csapo (Eds.), Teaching and learning thinking skills. Contexts of learning (pp. 105-130). Lisse: Swets & Zeitlinger.
16. ELWOOD, D., & CLARK, C. L. (1978). Computer administration of the Peabody Picture Vocabulary Test to young children. Behavior Research Methods, Instruments, & Computers, 10, 43-46.
17. FLAVELL, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.
18. GEARY, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362.
19. KATZ, L., & DALBY, J. T. (1981). Computer-assisted and traditional psychological assessment of elementary-school-aged children. Contemporary Educational Psychology, 6, 314-322.
20. LIDZ, C. S. (1997). Dynamic assessment approaches. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (pp. 281-296). New York: Guilford.
21. LUCANGELI, D., & CORNOLDI, C. (1997). Mathematics and metacognition: What is the nature of the relationship? Mathematical Cognition, 3, 121-139.
22. MASUI, C., & DE CORTE, E. (1999). Enhancing learning and problem solving skills: Orienting and self-judging, two powerful and trainable learning tools. Learning & Instruction, 9, 517-542.
23. MCCLOSKEY, M., & MACARUSO, P. (1995). Representing and using numerical information. American Psychologist, 50, 351-363.
24. METCALFE, J. (1998). Cognitive optimism: Self-deception or memory-base processing heuristics? Personality & Social Psychology Review, 2, 100-110.
25. MONTAGUE, M. (1998). Research on metacognition in special education. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (pp. 151-183). Greenwich: JAI.
26. PINSONEAULT, T. B. (1996). Equivalency of computer-assisted and paper-and-pencil administered versions of the Minnesota Multiphasic Personality Inventory-2. Computers in Human Behavior, 12, 291-300.
27. RASULIS, R., SCHULDBERG, D., & MURTAGH, M. (1996). Computer-administered testing with the Rotter Incomplete Sentences Blank. Computers in Human Behavior, 12, 497-513.
28. RUTLAND, A. (1995). The validity of dynamic assessment methods for children with learning difficulties and nondisabled children. Journal of Cognitive Education, 5, 81-94.
29. SCHNEIDER, W. (1998, November). E-Prime: A cross platform experiment generator studio for computerized behavioral research. Paper printed at the Commercial Symposium of the Twenty-Eighth Annual Conference of the Society for Computers in Psychology, Dallas.
30. SCHULENBERG, S. E., & YUTRZENKA, B. A. (1999). The equivalence of computerized and paper-and-pencil psychological instruments: Implications for measures of negative affect. Behavior Research Methods. Instruments, & Computers, 31, 315-321.
31. SHALEV, R., MANOR, O., AUERBACH, J., & GROSS-TSUR, V. (1998). Persistence of developmental dyscalculia: What counts? Results of a 3-year prospective follow-up study. Journal of Pediatrics, 133, 358-362.
32. SIMOLA, S. K., & HOLDEN, R. R. (1992). Equivalence of computerized and standard administration of the Piers-Harris Children's Self-Concept Scale. Journal of Personality Assessment, 58, 287-294.
33. TOBIAS, S., & EVERSON, H. T. (1996). Assessing metacognitive knowledge monitoring. In K. Hagtvet (Ed.), Advances in test anxiety research (Vol. 7, pp. 18-31). Hillsdale, NJ: Erlbaum.
34. TOWERS, J. T. (1999). Dreamweaver 2 for Windows and Macintosh: Visual QuickStart Guide. Berkeley, CA: Peachpit Press.
35. TSENG, H. M., TIPLADY, B., MACLEOD, H. A., & WRIGHT, P. (1998). Computer anxiety: A comparison of pen-based personal digital assistants, conventional computer and paper assessment of mood and performance. British Journal of Psychology, 89, 599-610.
36. VAN SCHIJNDEL, F. (1994). Winsconsin Card Sorting Test: Computer-versie. Handleiding [Computer version. Manual]. Lisse: Swets & Zeitlinger.
37. VERMEER, H. (1997). Sixth-grade students' mathematical problem-solving behavior: Motivational variables and gender differences. Leiden University.
38. VERMUNT, J. D. H. M. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Education, 31, 25-50.
39. VERSCHAFFEL, L. (1999). Realistic mathematical modelling and problem solving in the upper elementary school: Analysis and improvement. In J. H. M. Hamers, J. E. H. Van Luit, & B. Csapo (Eds.), Teaching and learning thinking skills: Contexts of learning (pp. 215-240). Lisse: Swets & Zeitlinger.