The relation between metastrategic knowledge, strategy use and task performance: Findings and reflections from a numerosity judgement task

European Journal of Psychology of Education

Volumn 18, Issue 4, 2003, Pages 425-447

  Luwel, Koen ^a   Torbeyns, Joke ^a   Verschaffel, Lieven ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

Development; Metacognition; Numerosity judgement; Strategy use; Verbal report

Indexed keywords

EID: 3242781677     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03173245     Document Type: Article

References (33)

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. Alexander, J.M., & Schwanenflugel, P.J. (1996). Development of metacognitive concepts about thinking in gifted and nongifted children: Recent research. Learning and Individual Differences, 8, 305-325.
3. Baroody, A.J., & Tiilikainen, S.H. (2003). Two perspectives on addition development. In A.J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills (pp. 75-126). Mahwah, NJ: Lawrence Erlbaum Associates.
4. Beach, L.R., & Mitchell, T.R. (1978). A contingency model for the selection of decision strategies. Academy of Management Review, 3, 439-449.
5. Beem, A.L. (1993). Segcurve: A program for fitting two-phase segmented curve models with an unknown change point [Program manual]. Leiden, The Netherlands: Leiden University, Educational Computing Research Unit.
6. Beem, A.L. (1995). A program for fitting two-phase segmented curve models with an unknown change point, with an application to the analysis of strategy shifts in a cognitive task. Behavior Research Methods, Instruments, & Computers, 27, 392-399.
7. Beem, A.L., (1999). Segcurve: A program for fitting three-phase segmented curve models with two unknown change points [Program manual], Amsterdam, The Netherlands: University of Amsterdam, Department of Biological Psychology.
8. Bray, N.W., Huffman, L.F., & Fletcher, K.L. (1999). Developmental and intellectual differences in self-report and strategy use. Developmental Psychology, 31, 1223-1236.
9. Cary, M., & Reder, L.M. (2002). Metacognition in strategy selection: Giving consciousness too much credit. In M. Izaute, P. Chambres, & P.J. Marescaux (Eds.), Metacognition: Process, function, and use (pp. 63-78). New York: Kluwer.
10. Cross, D.R., & Paris, S.G. (1988). Development and instructional analyses of children's metacognition and reading comprehension. Journal of Educational Psychology, 80, 131-142.
11. Dehaene, S. (1992). Varieties of numerical abilities, Cognition, 44, 1-42.
12. Ericsson, K.A., & Simon, H. (1980). Verbal reports as data. Psychological Review, 87, 215-251.
13. Ericsson, K.A., & Simon, H. (1993). Protocol analysis. Verbal reports as data. Cambridge, MA: MIT Press.
14. Flavell, J.H., & Wellman, H.M. (1977).Metamemory Metamemory. In R.V. Kail & J.W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3-33). Hillsdal'e, NJ: Erlbaum.
15. Ippel, M.J., & Beem, A.L. (1987). A theory of antagonistic strategies. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds,), Learning and Instruction: European research in an International context: Vol. 1 (pp. 111-121). Leuven: University Press.
16. Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up. Helping children learn mathematics. Washington, DC: National Academy Press.
17. Kuhn, D. (1999). Metacognitive development. In L. Baiter & C.S. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 259-286). Philadelphia: Psychology Press.
18. Kuhn, D., & Pearsall, S. (1998). Relations between metastrategic knowledge and strategic performance. Cognitive Development, 13, 227-247.
19. Kuhn, D., Garcia-Mila, M., Zohar, A., & Andersen, C. (1995). Strategies of knowledge acquisition. Society for Research in Child Development Monographs, 60, (4) (Serial no. 245).
20. Lemaire, P., & Siegler, R.S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97.
21. Luwel, K., Beem, A.L., Onghena, P., & Verschaffel, L. (2001). Using segmented linear regression models with unknown change points to analyze strategy shifts in cognitive tasks. Behavior Research Methods, Instruments, & Computers, 33, 470-478.
22. Luwel, K., Verschaffel, L., Onghena, P., & De Corte, E. (2000). Children's strategies for numerosity judgement in square grids of different sizes. Psychologica Belgica, 40, 183-209.
23. Luwel, K., Verschaffel, L., Onghena, P., & De Corte, E. (2001). Strategic aspects of children's numerosity judgement. European Journal of Psychology of Education, 16, 233-255.
24. Payne, J.W., Bettman, J.R., & Johnson, E.J. (1993). The adaptive decision maker. Cambridge: University Press.
25. Schoenfeld, A.L. (1992). Learning to think mathematically. Problem solving, metacognition, and sense-making in mathematics. In D.A. Grouws (Ed.), Handbook of research in mathematics teaching and learning (pp. 334-370). New York: Macmillan.
26. Shrager, J., & Siegler, R.S. (1998). SCADS: A model of children's strategy choices and strategy discoveries. Psychological Science, 9, 405-410.
27. Siegler, R.S. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.
28. Siegler, R.S. (1996). Emerging minds. The process of change In children 's thinking. New York: Oxford University Press.
29. Siegler, R.S., & Shipley, C. (1995). Variation, selection and cognitive change. In T. Simon & G. Halford (Eds.), Developing cognitive competence: New approaches to process modelling (pp. 31 -76). Hillsdale, NJ: Erlbaum.
30. Siegler, R.S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), Origins of cognitive skills. Hillsdale, NJ: Erlbaum.
31. Simons, R.J. (1996). Metacognition. In E. De Corte & F. Weinert (Eds.), International encyclopedia of developmental and instructional psychology (pp. 441-444). Oxford: Pergamon.
32. Verschaffel, L., De Corte, E., Lamote, C., & Dhert, N. (1998). The acquisition and use of an adaptive strategy for estimating numerosity. European Journal of Psychology of Education, 13, 347-370.
33. Wynn, K. (1995). Origins of numerical knowledge. Mathematical Cognition, 1, 35-60.