Metacognitive knowledge in primary grades: A longitudinal study

European Journal of Psychology of Education

Volumn 16, Issue 2, 2001, Pages 257-281

  Annevirta, Tiina ^a   Vauras, Marja ^a  

^a UNIVERSITY OF TURKU   (Finland)

Author keywords

Mental processes; Metacognition; Metacognitive knowledge

Indexed keywords

EID: 0035354521     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03173029     Document Type: Article

References (62)

1. Alexander, J.M., Carr, M., & Schwanenflugel, P.J. (1995). Development of metacognition in gifted children: Directions for future research. Developmental Review, 15, 1-37.
2. Bartsch, K., & Estes, D. (1996). Individual differences in children's developing theory of mind and implications for metacognition. Learning and Individual Differences, 8, 281-304.
3. Boekarts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1, 100-112.
4. Boekarts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.
5. Boekarts, M. (1999). Metacognitive experiences and motivational state as aspects of self-awareness: Review and discussion. European Journal of Psychology of Education, 14, 571-584.
6. Borkowski, J.G. (1985). Signs of intelligence: Strategy generalisation and metacognition. In S.R. Yussen (Ed.), The growth of reflection in children (pp. 105-144). New York: Academic Press.
7. Borkowski, J.G., & Kurtz, B.E. (1987). Metacognition and cognitive control. In J.G. Borkowski & J.D. Day (Eds.), Cognition in special children: Comparative approaches to retardation, learning disabilities, and giftedness (pp. 123-152). Norwood, NJ: Ablex.
8. Borkowski, J.G., & Muthukrishna, N. (1992). Moving metacognition in to the classroom: "Working models" and effective strategy teaching. In M. Pressley, K. Harris, & J. Guthrie (Eds.), Promoting academic competence and literacy in schools (pp. 478-501). San Diego: Academic Press.
9. Borkowski, J.G., & Muthukrishna, N. (1995). Learning Environments and Skill Generalisation: How contexts facilitate regulatory processes and efficacy beliefs. In F.E. Weinert & Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp. 283-300). NJ: Lawrence Erlbaum Associates.
10. Borkowski, J.G., Schneider, W., & Pressley, M. (1989). The challenges of teaching good information processing to learning disabled students. International Journal of Disability, Development and Education, 36, 169-185.
11. Brown, A.L. (1980). Metacognitive development and reading. In R.J. Spiro, B.C. Bruce, & W.F. Brewer (Eds.), The theoretical issues in reading comprehension (pp. 453-479). Hillsdale: Erlbaum.
12. Brown, A.L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale, NY: Erlbaum.
13. Brown, A.L. (1994). The Advancement of Learning. Educational Researcher, 23, 4-12.
14. Bruner, J.S. (1990). Acts of meaning. Cambridge, MA: Harvard Uriversity Press.
15. Campione, J.C. (1987). Metacognitive components of instructional research with problem learners. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 117-140). Hillsdale, NJ: Erlbaum.
16. Cornoldi, C. (1990). Metacognitive control processes and memory deficits in poor comprehenders. Learning Disability Quarterly, 13, 245-255.
17. Duffy, G.G. (1993). Teachers' progress toward becoming expert strategy teachers. The Elementary School Journal, 94, 109-120.
18. Efklides, A., Samara, A., & Petropoulou, M. (1999). Feeling of difficulty: An aspect of monitoring that influences control. European Journal of Psychology of Education, 14, 461-474.
19. Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
20. Flavell, J.H. (1987). Speculations about the nature and development of metacognition. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 21-29). Hillsdale, New York: Erlbaum.
21. Flavell, J.H. (1988). The development of children's knowledge about the mind. In J.W. Astington, P.L. Harris, & R.O. Olson (Eds.), Developing theories of mind (pp. 244-267). Cambridge: University Press.
22. Flavell, J.H., & Wellman, H.M. (1977). Metamemory. In R. Kail & J. Hagen (Eds.), Perspectives on the development of memory and cognition. Hilldale, NJ: Erlbaum.
23. Flavell, J.H., Green, F.L., & Flavell, E.R. (1995). Young children's knowledge about thinking. Monographs of the society for research in child development, 60.
24. Forrest-Pressley, D.L., & Waller, T.G. (1984). Cognition, metacognition and reading. New York: Springer-Verlag.
25. Garner, R., & Alexander, P.A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24, 143-158.
26. Gaskins, I.W. (1994). Classroom applications of cognitive science: Teaching poor reader show to learn, think and problem solve. In K. McGilly (Eds.), Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (pp. 129-154). Cambridge, Massachusetts: A Bradford Book.
27. Hacker, D.J. (1998). Definitions and empirical foundations. In D.J. Hacker, J. Dunlosky & C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum Associates.
28. Harris, K.R., & Graham, S. (1996). Constructivism and students with special needs: Issues in the classroom. Learning Disabilities Research and Practice, 11, 134-137.
29. Kreutzer, M.A., Leonard, S.C., & Flavell, J.H. (1975). An interview study of children's knowledge about memory. Society for research in child development, 40.
30. Lovett, S.B., & Flavell, J.H. (1990). Understanding and remembering: Children's knowledge about the differential effects of strategy and task variables on comprehension and memorisation. Child Development, 61, 1842-1858.
31. Olson, D.R., & Astington, J.W. (1993). Thinking about thinking: Learning how to take statements and hold beliefs. Educational Psychologist, 28, 7-23.
32. Paris, S.G., & Byrnes, J.P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research and practice (pp. 169-200). New York: Springer-Verlag.
33. Paris, S.G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B.F. Jones & L. Idol (Eds.) Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Lawrence Erlbaum Associates.
34. Perkins, D.N., Simmons, R., & Tishman, S. (1990). Teaching cognitive and metacognitive strategies. Journal of Structural Learning, 10, 285-303.
35. Perner, J., & Davies, G. (1991). Understanding the mind as an active information processor. Cognition, 39, 51-69.
36. Pinard, A. (1992). Metaconsciousness and metacognition. Canadian Psychology, 33, 27-41.
37. Pressley, M. (1995a). More about development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30, 207-212.
38. Pressley, M. (1995b). What is intellectual development about in the 1990's? Good information processing. In F.E. Weinert & W. Schneider (Eds.), Memory performance and competencies; Issues in growth and development (pp. 375-404). NJ: Lawrence Erlbaum Associates.
39. Pressley, M., Hogan, K., Wharton-McDonald, R., Mistretta, J., & Ettenberger, S. (1996). The challenges of instructional scaffolding: The challenges of instruction that supports student thinking. Learning Disabilities Research and Practice, 11, 138-146.
40. Rowe, D.W. (1989). Pre-schoolers' use of metacognitive knowledge and strategies in self-selected literacy events. National Reading Conference Yearbook, 38, 65-76.
41. Schneider, W., & Pressley, M. (1998). Introduction. European Journal of Psychology of Education, 13, 3-8.
42. Schneider, W., & Sodian, B. (1991). A Longitudinal study of young children's memory behaviour in a sort-recall task. Journal of Experimental Child Psychology, 51, 14-29.
43. Schneider, W., & Weinert, F.E. (1995). Memory development during early and middle childhood: Findings from the Munich Longitudinal Study (LOGIC). In F.E. Weinert & W. Schneider (Eds.), Memory performance and competencies; Issues in growth and development (pp. 263-279). NJ: Lawrence Erlbaum Associates.
44. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.
45. Schunk, D. (1995). Inherent Details of Self-Regulated Learning Include Student Perceptions. Educational Psychologist, 30, 213-216
46. Schwanenflugel, P.J., Fabricius, W.V., & Alexander, J. (1994). Developing theories of mind: Understanding concepts and relations between mental activities. Child Development, 65, 1546-1563.
47. Schwanenflugel, P.J., Stevens, P.M., & Carr, M. (1997). Metacognitive knowledge of gifted and non-identified children in early elementary school. Gifted Child Quarterly, 41, 25-35.
48. Simons, P.R.J. (1993). Constructive learning: The role of the learner. In T. Duffy, J. Lowyck, & D.H. Jonassen (Eds.), Designing environments for constructive learning. Berlin: Springer.
49. Vauras, M., Kinnunen, R., & Rauhanummi, T. (1999). The role of metacognition in the context of integrated strategy intervention. European Journal of Psychology of Education, 14, 555-569.
50. Vauras, M., Rauhanummi, T., Kinnunen, R., & Lepola, J. (1999). Motivational vulnerability as a challenge for educational interventions. International Journal of Educational Research, 31, 515-531.
51. von Wright, J. (1992). Reflections on reflection. Learning and Instruction, 2, 59-68.
52. Wellman, H.M. (1977). Pre-schoolers' understanding of memory relevant variables. Child Development, 48, 1720-1723.
53. Wellman, H.M. (1978). Knowledge of the interaction of memory variables: A developmental study of metamemory. Developmental Psychology, 14, 24-29.
54. Wellman, H.M. (1985). The child's theory of mind. The development of conceptions of cognition. In S.R. Yussen (Ed.), The growth of reflection. New York: Academic Press.
55. Wellman, H.M. (1988). First steps in the child's theorising about the mind. In J.W. Astington, P.L. Harris, & D.R. Olson (Eds.), Developing theories of mind. Cambridge: University Press.
56. Wellman, H.M., & Hickling, A.K. (1994). The mind's "I": Children's conception of the mind as an active agent. Child Development, 65, 1564-1580.
57. Wertsch, J.V. (1985). Vygotsky and the Social Formation of Mind. London: Harvard University Press.
58. Volet, S. (1997). Process-oriented instruction: A discussion. European Journal of Psychology of Education, 10, 449-459.
59. Wong, B.Y.L. (1988). An instructional model for intervention research in learning disabilities. Learning Disabilities Research, 4, 5-16.
60. Wong, B. (1991). The relevance of metacognition to learning disabilities. In B. Wong (Ed.), Learning about learning disabilities (pp. 231-258). California: Academic Press.
61. Vygotsky, L.S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
62. Zimmerman, B. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221.