Metacognition research and theory: Analysis and implications for instructional design

Educational Technology Research and Development

Volumn 40, Issue 2, 1992, Pages 83-99

  Osman, Mohamed E ^a   Hannafin, Michael J ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040080419     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/BF02297053     Document Type: Article

References (58)

1. A comparative analysis of models of instructional design
2. The theory of learning by doing
3. How do we know when we don't understand? Standards for evaluating text comprehension
4. Fostering children's revision skills through training in comprehension monitoring
5. Metacognitive experience and transfer of logical reasoning
6. The effects of instructional variables on young children's organization and free recall
7. Impulsivity and strategy transfers: Metamemory as mediator
8. The development of memory: Knowing, knowing about knowing, and knowing how to know
9. Inducing strategic learning from texts by means of informed, self-control training
10. Learning, remembering and understanding
11. Training self-checking routines for estimating test readiness: Generalization from list learning to prose recall
12. Learning to learn: On training students to learn from texts
13. The development of plans for summarizing texts
14. Going beyond the information given
15. Theory and practice of teaching for transfer
16. The metamemory-memory "connection": Effects of strategy training and maintenance
17. Representing knowledge and meta-knowledge: Implications for interpreting metamemory research
18. Research on student thought processes during computer-based instruction
19. Learning strategies research
20. Development and evaluation of a learning strategy training program
21. Designing systems that train learning ability: From theory to practice
22. Effects of inference training on comprehension and comprehension monitoring
23. Application of cognitive psychology to education
24. Characteristics of cognitive engineering: The next generation of instructional systems
25. Metacognition and cognitive monitoring: A new area of psychological inquiry
26. Cognitive monitoring
27. Metamemory
28. The accuracy of comprehension monitoring computer-based instruction
29. Metacognition: Answered and unanswered questions
30. Monitoring and resolving comprehension obstacles: An investigation of spontaneous text look backs among upper-grade good and poor comprehenders
31. Metacognitive process: Reading and writing narrative discover
32. Guidelines for using locus of instructional control in the design of computer-assisted instruction
33. Psychological foundations of instructional design for emerging computer-based instructional technologies: Part 1
34. Realizing that you don't understand: Elementary school children's awareness of inconsistencies
35. Children's ability to adjust their standards for evaluating comprehension
36. The effects of general and specific self-instruction training on children's comprehension monitoring performances during reading
37. The completeness of instruction and strategy transfer
38. Reciprocal teaching of comprehension fostering and comprehension monitoring activities
39. Comprehension monitoring, memory, and study strategies of good and poor readers
40. Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisition
41. The development of listener skills for referential communication
42. Memory strategy instruction is made of this: Metamemory and durable strategy use
43. Children's metamemory and the teaching of memory strategies
44. Producing memory strategy maintenance and generalization by explicit or implicit training of memory knowledge
45. Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon
46. Metacognition: Relevance to instructional design
47. Developmental trends in the metamemory-memory behavior relationship: An integrative review
48. A comparison of underlining strategies for improving reading comprehension and retention
49. The generalizability effectiveness of a learning strategy on achievement in related closed motor skills
50. Comprehension monitoring: What it is and what we know about it
51. Metamemory revisited