Giftedness: Predicting the speed of expertise acquisition by intellectual ability and metacognitive skillfulness of novices

Meta-Cognition: A Recent Review of Research, Theory and Perspectives

Volumn , Issue , 2008, Pages 207-220

  Veenman, Marcel V J ^a  

^a LEIDEN UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80053031672     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (75)

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. Allon, M, Gutkin, T. B., & Bruning, R. (1994). The relation between metacognition and intelligence in normal adolescents: Some tentative but surprising findings. Psychology in the Schools, 31, 93-97.
3. Baker, L. (1994). Fostering metacognitive development. In H. W. Reese (Ed.), Advances in child development and behavior. Volume 25 (pp. 201-239). San Diego: Academic Press.
4. Bereiter, C. (1985). Toward a solution of the learning paradox. Review of Educational Research, 55, 201-226.
5. Berger, R. S., & Reid, D. K. (1989). Differences that make a difference: Comparisons of metacomponential functioning and knowledge base among groups of high and low IQ learning disabled, mildly mentally retarded, and normal achieving subjects. Journal of Learning Disabilities, 22, 422-429.
6. Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1993). Self-regulation on a conceptformation task among average and gifted students. Journal of Experimental Child Psychology, 56, 115-134.
7. Brody, E. B. (1992). Intelligence. Nature, determinants, and consequences (2nd ed.). New York: Academic Press.
8. Brown, A. L. (1978). Knowing when, where, and how to remember: a problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology, Vol. 1 (pp. 77-165). Hillsdale, NJ: Erlbaum.
9. Brown, A. L., & DeLoache, J. S. (1978). Skills, plans, and self-regulation. In R. S. Siegel (Ed.), Children's thinking: What develops? (pp. 3-35). Hillsdale, N.J.: Erlbaum.
10. Carroll, J. B. (1993). Human cognitive abilities. A survey of factor-analytic studies. Cambridge: Cambridge University Press.
11. Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55-81.
12. Cheng, P. (1993). Metacognition and giftedness: The state of the relationship. Gifted Child Quarterly, 37, 105-112.
13. Davidson, J. E., Deuser, R., & Sternberg, R. J. (1994). The role of metacognition in problem solving. In J. Metcalfe, & A. P. Shimamura (Eds.), Metacognition (pp. 207-226). Cambridge: MIT Press.
14. Elshout, J.J. (1976). Karakteristieke moeilijkheden in het denken [Characteristic difficulties in thinking]. Amsterdam: University of Amsterdam.
15. Elshout, J. J. (1983). Is measuring intelligence still useful? In S. B. Anderson, & J. S. Helmick (Eds.), On educational testing (pp. 45-56). San Francisco: Jossey-Bass.
16. Elshout, J. J. (1985). Een goed begin is het halve werk: over determinanten van effectief beginnersgedrag (Well begun is half done: about determinants of effective novice problem solving behavior). In: F. J. Mönks, & P. Span (Eds.), Hoogbegaafden in de samenleving (pp. 201-210). Nijmegen: Dekker & v.d. Veght.
17. Elshout, J. J. (1987). Problem solving and education. In: E. de Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction (pp. 259-273). Oxford: Pergamon Books Ltd. Leuven: University Press.
18. Elshout, J. J., & Veenman, M. V. J. (1992). Relation between intellectual ability and working method as predictors of learning. Journal of Educational Research, 85, 134-143.
19. Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-251.
20. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis; verbal reports as data. Cambridge: MIT Press.
21. Evers, A., & Lucassen, W. (1983). Differentiële Aanleg Testserie. Lisse: Swets & Zeitlinger.
22. Evers, A., Van Vliet-Mulder, J. C., & Ter Laak, J. (1992). Documentatie van tests en testresearch in Nederland [Documentation of tests and test research in the Netherlands]. Assen: Van Gorkum/Dutch Institute of Psychologists (NIP).
23. Feltovich, P. J., Prietula, M. J., & Ericsson, K. A. (2006). Studies of expertise from psychological perspectives. In K. A. Ericsson, N. Charness, Feltovich, P. J., & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 41-67). Cambridge: Cambridge University Press.
24. Flanagan, J. C. (1951-1956). Flanagan Aptitude Classification Tests. S.R.A.
25. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale N.J.: Erlbaum.
26. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist, 34, 906-911.
27. Flavell, J. H. (1992). Perspectives on perspective taking. In H. Beilin, & P. Pufall (Eds.), Piaget's theory: prospects and possibilities (pp. 107-141). Hillsdale, NJ: Erlbaum.
28. Glaser, R. (1990). The reemergence of learning theory within instructional research. American Psychologist, 45, 29-39.
29. Hannah, C. L., & Shore, B. M. (1995). Metacognition and high intellectual ability: Insights from the study of learning-disabled gifted students. Gifted Child Quarterly, 39, 95-109.
30. Heller, K. A., Mönks, F. J., & A. H. Passow (1993). International handbook of research and development of giftedness and talent. Oxford: Pergamon.
31. Humphreys, L. G. (1968). The fleeting nature of the prediction of college academic success. Journal of Educational Psychology, 59, 375-380.
32. Humphreys, L. G. (1989). Intelligence: Three kinds of instability and their consequences for policy. In R. L. Linn (Ed.), Intelligence (pp. 193-216). Urbana: University of Illinois Press.
33. Hunt, E. (2006). Expertise, talent, and social encouragement. In K. A. Ericsson, N. Charness, Feltovich, P. J., & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 31-38). Cambridge: Cambridge University Press.
34. Kluwe, R. H. (1987). Executive decisions and regulation of problem solving behavior. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 31-64). Hillsdale, N.J.: Erlbaum.
35. Kooreman, A. and Luteijn, F. (1987). Groninger Intelligentie Test. Schriftelijk verkorte vorm. Lisse: Swets & Zeitlinger.
36. Maqsud, M. (1997). Effects of metacognitive skills and nonverbal ability on academic achievement of high school pupils. Educational Psychology, 17, 387-397.
37. Minnaert, A., & Janssen, P. J. (1999). The additive effect of regulatory activities on top of intelligence in relation to academic performance in higher education. Learning and Instruction, 9, 77-91.
38. Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102-116.
39. Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
40. Nunnally, J. C. (1967). Psychometric theory. New York: McGraw-Hill.
41. Pedhazur, E. J. (1982). Multiple regression in behavioral research (2nd Ed.). New York: Holt, Rinehart and Winston.
42. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
43. Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387.
44. Reder, L. M. (1996). Implicit memory and metacognition. Mahwah: Erlbaum.
45. Schoenfeld, A. H., & Herrmann, D. J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental Psychology: Learning, Memory & Cognition, 8, 484-494.
46. Schnotz, W. (1992). Metacognition and self regulation in text processing: Some comments. In M. Carretero, M. L. Pope, R. J. Simons, & J. I. Pozo (Eds.), Learning and instruction. European research in an international context, Volume 3 (pp. 365-375). Elsmford, NY: Pergamon Press.
47. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.
48. Shore, B. M., & Dover, A. C. (1987). Metacognition, intelligence and giftedness. Gifted Child Quarterly, 31, 37-39.
49. Slife, B. D., Weiss, J., & Bell, T. (1985). Separability of metacognition and cognition: Problem solving in learning disabled and regular students. Journal of Educational Psychology, 77, 437-445.
50. Snow, R. E. (1989). Aptitude-treatment interaction as a framework for research on individual differences in learning. In P. L. Ackerman, R. J. Sternberg, & R. Glaser (Eds.), Learning and individual differences (pp. 13-59). New York: Freeman.
51. Snow, R. E., & Lohman, D. F. (1984). Toward a theory of cognitive aptitude for learning from instruction. Journal of Educational Psychology, 76, 347-376.
52. Span, P., & Overtoom-Corsmit, R. (1986). Information processing by intellectually gifted pupils solving mathematical problems. Educational Studies in Mathematics, 17, 273-295.
53. Stankov, L. (2000). Complexity, metacognition, and fluid intelligence. Intelligence, 28, 121-143.
54. Sternberg, R. J. (1990). Metaphors of the mind: Conceptions of the nature of intelligence. Cambridge: Cambridge University Press.
55. Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82, 306-314.
56. Swanson, H. L., Christie, L., & Rubadeau, R. J. (1993). The Relationship between metacognition and analogical reasoning in mentally retarded, learning disabled, average, and gifted children. Learning Disabilities Research, 8, 70-81.
57. Veenman, M. V. J. (1993). Intellectual ability and Metacognitive skill: determinants of discovery learning in computerized learning environments. Dissertation. Amsterdam: University of Amsterdam.
58. Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt, & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77-99). Münster: Waxmann.
59. Veenman, M. V. J. (2006). Metacognitive skills as self-instructions. Paper presented at the 2nd meeting of the EARLI SIG on Metacognition, Cambridge.
60. Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 619-638.
61. Veenman, M. V. J., & Elshout, J. J. (1991). Intellectual ability and working method as predictors of novice learning. Learning and Instruction, 1, 303-317.
62. Veenman, M. V. J., & Elshout, J. J. (1995). Differential effects of instructional support on learning in simulation environments. Instructional Science, 22, 363-383.
63. Veenman, M. V. J., & Elshout, J.J. (1999). Changes in the Relation between Cognitive and Metacognitive Skills during the Acquisition of Expertise. European Journal of Psychology of Education, 14, 509-523.
64. Veenman, M. V. J., Elshout, J. J., & Busato, V. V. (1994). Metacognitive mediation in learning with computer-based simulations. Computers in Human Behavior, 10, 93-106.
65. Veenman, M. V. J., Elshout, J. J., & Groen, M. G. M. (1993). Thinking aloud: Does it affect regulatory processes in learning. Tijdschrift voor Onderwijsresearch, 18, 322-330.
66. Veenman, M. V. J., Elshout, J. J., & Hoeks, J. C. J. (1993). Determinants of learning in simulation environments across domains. In D. Towne, T. de Jong, & H. Spada (Eds.), Simulation-based experiential learning (pp. 235-248). Berlin: Springer Verlag.
67. Veenman, M. V. J., Elshout, J. J., & Meijer, J. (1997). The generality vs. domain-specificity of metacognitive skills in novice learning across domains. Learning and Instruction, 7, 187-209.
68. Veenman, M. V. J., Kerseboom, L and Imthorn, C (2000). Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, Stress, and Coping, 13, 391-412.
69. Veenman, M. V. J., Kok, R., & Blöte, A. W. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33, 193-211.
70. Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176.
71. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations. Metacognition and Learning, 1. 3-14.
72. Veenman, M. V. J. & Verheij, J. (2003). Technical students' metacognitive skills: Relating general vs. specific metacognitive skills to study success. Learning and Individual Differences, 13, 259-272.
73. Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89-109.
74. Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84, 30-43.
75. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.