Metacognitive skill development and applied systems science: A framework of metacognitive skills, self-regulatory functions and real-world applications

Intelligent Systems Reference Library

Volumn 76, Issue , 2015, Pages 75-106

  Hogan, Michael J ^a   Dwyer, Christopher P ^a   Harney, Owen M ^a   Noone, Chris ^a   Conway, Ronan J ^a  

^a NATIONAL UNIVERSITY OF IRELAND   (Ireland)

Author keywords

Argument mapping; Collective intelligence; Critical thinking; Executive functioning; Mindfulness; Reflective judgment; Self regulation

Indexed keywords

EID: 84921328112     PISSN: 18684394     EISSN: 18684408     Source Type: Book Series    
DOI: 10.1007/978-3-319-11062-2_4     Document Type: Article

References (144)

1. Flavell, J.: Metacognitive aspects of problem solving. In: Resnick, L. (ed.) The Nature of Intelligence, pp. 231–236. Lawrence Erlbaum Associates, Hillsdale (1976)
2. Boekaerts, M., Simons, P.R.J.: Leren en Instructie: Psychologie van de Leerling en het leerproces [Learning and Instruction: Psychology of the Learner and His Learning Process]. Lawrence Erlbaum Associates, Hillsdale (1993)
3. Brown, A.: Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: Weinert, F., Kluwe, R. (eds.) Metacognition, Motivation, and Understanding, pp. 65–116. Erlbaum, Hillsdale (1987)
4. Ku, K.Y.L., Ho, I.T.: Dispositional factors predicting chinese students’ critical thinking performance. Personal. Individ. Differ. 48(1), 54–58 (2010)
5. Dawson, T.L.: Metacognition and learning in adulthood. Prepared in response to tasking from ODNI/CHCO/IC Leadership Development Office, Developmental Testing Service, LLC Northhampton, MA (2008)
6. Darling-Hammond, L.: How can we teach for meaningful learning? In: Darling-Hammond, L., Barron, B., Pearson, P.D., Schoenfeld, A.H., Stage, E.K., Zimmerman, T.D., Cervetti, G.N., Tilson, J.L. (eds.) Powerful Learning: What We Know About Teaching for Understanding, pp. 1–10. Jossey-Bass, San Francisco (2008)
7. Jukes, I., McCain, T.: Minds in Play: Computer Game Design as a Context Of Children’s Learning. Erlbaum, New Jersey (2002)
8. Fischer, K.W.: A theory of cognitive development: the control and construction of hierarchies of skills. Psychol. Rev. 87(6), 431–477 (1980)
9. Warfield, J.N.: An Introduction to Systems Science. World Scientific, Singapore (2006)
10. Hogan, M.J., Harney, O, Broome B.: Integrating argument mapping with systems thinking tools advancing applied systems science. In: Okada, A., Buckingham Shum, S., Sherborne, T. (eds.) Knowledge Cartography: Software Tools and Mapping Techniques. Springer, Heidelberg (in press)
11. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Wittrock, M.C.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, abridged edition. Longman, White Plains (2001)
12. Demetriou, A.: Organisation and development of self-understanding and self-regulation: toward a general theory. In: Boekaerts, M., Pintrich, P.R., Zeidner, M. (eds.) Handbook of Self-regulation, pp. 209–251. Academic Press, London (2000)
13. Kuhn, D.: A Developmental model of critical thinking. Educ. Res. 28(2), 16–25 (1999)
14. Hofer, B.K.: Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educ. Psychol. 39(1), 43–55 (2004)
15. Magno, C.: The role of metacognitive skills in developing critical thinking. Metacogn. Learn. 5(2), 137–156 (2010)
16. Pintrich, P.R.: The role of goal orientation in self-regulated learning. In: Boekaerts, M., Pintrich, P.R., Zeidner, M. (eds.) Handbook of Self-regulation, pp. 451–502. Academic Press, San Diego (2000)
17. Presseisen, B.Z.: Thinking skills: meanings and models revisited. In: Costa, A.L. (ed.) Developing Minds: A Resource Book for Teaching Thinking, vol. 1, pp. 47–53. ASCD Publications, Alexandria (2001)
18. Schraw, G., Dennison, R.S.: Assessing metacognitive awareness. Contemp. Educ. Psychol. 19(4), 460–475 (1994)
19. Dwyer, C.P., Hogan, M.J., Stewart, I.: An integrated critical thinking framework for the 21st Century. Think. Skills Creativity 12, 43–52 (2014)
20. Ku, K.Y.L., Ho, I.T.: Metacognitive strategies that enhance critical thinking. Metacogn. Learn. 5(3), 251–267 (2010)
21. Kuhn, D.: Metacognitive development. Curr. Dir. Psychol. Sci. 9(5), 178–181 (2000)
22. Fischer, K.W., Bidell, T.R.: Dynamic development of action, thought, and emotion. In: Damon W., Lerner, R.M. (eds.) Handbook of Child Psychology: Theoretical Models of Human Development, 6th edn., pp. 313–399. Wiley, New York (2006)
23. Hogan, M.J., Harney O.: A proposal for systems science education. In: Wegerif, R., Kaufman, J., Li, L. (eds.) The Routledge Handbook of Research on Teaching Thinking (in press)
24. Dwyer, C.P., Hogan, M.J., Stewart, I.: An examination of the effects of argument mapping on students’ memory and comprehension performance. Think. Skills Creativity. 8, 11–24 (2013)
25. Harney, O., Hogan, M.J., Broome, B.: Collaborative learning: the effects of trust and open and closed dynamics on consensus and efficacy. Soc. Psychol. Educ. 15(4), 517–532 (2012)
26. Kahneman, D.: Thinking Fast and Slow. Penguin, Great Britain (2011)
27. Reyna, V.F., Farley, F.: Risk and rationality in adolescent decision making: implications for theory, practice, and public policy. Psychol. Sci. Public Interest 7(1), 1–44 (2006)
28. Lieberman, M.D.: Reflexive and reflective judgment processes: a social cognitive neuroscience approach. In: Forgas, J.P., Villiams, K.D., Von-Hippel, W. (eds.) Social Judgments: Implicit and Explicit Processes, Vol. 5, pp. 44–67. Cambridge University Press, Cambridge (2003)
29. Stanovich, K.E., West, R.F.: Individual differences in reasoning: implications for the rationality debate? Behav. Brain Sci. 23(5), 645–665 (2000)
30. Hammond, K.R.: Upon reflection. Think. Reason. 2(2–3), 239–248 (1996)
31. Hamm, R.M.: Clinical intuition and clinical analysis: expertise and the cognitive continuum. Professional judgment: A Reader in Clinical Decision Making, pp. 78–105 (1988)
32. Cader, R., Campbell, S., Watson, D.: Cognitive continuum theory in nursing decision-making. J. Adv. Nurs. 49(4), 397–405 (2005)
33. Gestsdottir, S., Lerner, R.M.: Positive development in adolescence: the development and role of intentional self-regulation. Hum. Dev. 51(3), 202–224 (2008)
34. Labouvie-Vief, G.: Self-with-other representations and the organization of the self. J. Res. Pers. 39(1), 185–205 (2005)
35. Harter, S.: Causes, correlates, and the functional role of global self-worth: a life-span perspective. In: Sternberg, R., Kolligian, J. (eds.) Competence Considered, pp. 67–97. Yale University Press, New Haven (1990)
36. Baddeley, A.D., Hitch, G.: Working memory. In: Bower, G.H. (ed.) The Psychology of Learning and Motivation: Advances in Research and Theory, vol. 8, pp. 47–90. Academic Press, New York (1974)
37. Cowan, N.: What are the differences between long-term, short-term, and working memory? Prog. Brain Res. 169, 323–338 (2008)
38. Duff, K., Schoenberg, M.R., Scott, J.G., Adams, R.L.: The relationship between executive functioning and verbal and visual learning and memory. Arch. Clin. Neuropsychol. 20(1), 111–122 (2005)
39. Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., Wager, T.D.: The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cogn. Psychol. 41(1), 49–100 (2000)
40. Norman, D., Shallice, T.: Attention to action: Willed and automatic control of behaviour. In: Gazzaniga, M. (ed.) Cognitive Neuroscience: A Reader. Blackwell, Oxford (2000)
41. Norman, D.A., Shallice, T.: Attention to Action. Springer, US (1986)
42. Burton, C.L., Strauss, E., Hultsch, D.F., Hunter, M.A.: Cognitive functioning and everyday problem solving in older adults. Clin. Neuropsychol. 20(3), 432–452 (2006)
43. Del Missier, F., Mäntylä, T., Bruine de Bruin, W.: Executive functions in decision making: an individual differences approach. Think. Reason. 16(2), 69–97 (2010)
44. Hofmann, W., Schmeichel, B.J., Baddeley, A.D.: Executive functions and self–regulation. Trends Cogn. Sci. 16(3), 174–180 (2012)
45. Brewin, C.R., Smart, L.: Working memory capacity and suppression of intrusive thoughts. J. Behav. Ther. Exp. Psych. 36(1), 61–68 (2005)
46. Hofmann, W., Gschwendner, T., Friese, M., Wiers, R.W., Schmitt, M.: Working memory capacity and self-regulatory behavior: toward an individual differences perspective on behavior determination by automatic versus controlled processes. J. Pers. Soc. Psychol. 95(4), 962–977 (2008)
47. Nederkoorn, C., Houben, K., Hofmann, W., Roefs, A., Jansen, A.: Control yourself or just eat what you like? Weight gain over a year is predicted by an interactive effect of response inhibition and implicit preference for snack foods. Health Psychol. Off. J. Div. Health Psychol. 29(4), 389–393 (2010)
48. Pronk, T.M., Karremans, J.C., Wigboldus, D.H.J.: How can you resist? Executive control helps romantically involved individuals to stay faithful. J. Pers. Soc. Psychol. 100(5), 827–837 (2011)
49. Anderson, P., Anderson, V., Northam, E., Taylor, H.: Standardization of the contingency naming test (CNT) for school-aged children: a measure of reactive flexibility. Clin. Neuropsychol. Assess. 1, 247–273 (2000)
50. Anderson, P., Anderson, V., Lajoie, G.: The tower of london test: validation and standardization for pediatric populations. Clin. Neuropsychol. 10(1), 54–65 (1996)
51. Welsh, M.C., Pennington, B.F., Groisser, D.B.: A normative developmental study of executive function: a window on prefrontal function in children. Develop. Neuropsychol. 7(2), 131–149 (1991)
52. Anderson, P., Anderson, V., Garth, J.: Assessment and development of organizational ability: the rey complex figure organizational strategy score (RCF-OSS). Clin. Neuropsychol. 15(1), 81–94 (2001)
53. Sowell, E.R., Trauner, D.A., Gamst, A., Jernigan, T.L.: Development of cortical and subcortical brain structures in childhood and adolescence: a structural mri study. Dev. Med. Child Neurol. 44(1), 4–16 (2002)
54. Keating, D.P.: Cognitive and brain development. In: Lerner, R., Steinberg, L. (eds.) Handbook of Adolescent Psychology, vol. 2, pp. 45–84. Wiley, Hoboken (2004)
55. Bishop, S.R., Lau, M., Shapiro, S., Carlson, L., Anderson, N.D., Carmody, J., Segal, Z.V., Abbey, S., Velting, D, Devins, G.: Mindfulness: a proposed operational definition. Clin. Psychol. Sci. Practice. 11(3), 230–241 (2004)
56. Holas, P., Jankowski, T.: A cognitive perspective on mindfulness. Int. J. Psychol. 48(3), 232–243 (2012)
57. Brown, K.W., Ryan, R.M., Creswell, J.D.: Mindfulness: theoretical foundations and evidence for its salutary effects. Psychol. Inquiry Int. J. Adv. Psychol.Theor. 18(4), 211–237 (2007)
58. Hart, R., Ivtzan, I., Hart, D.: Mind the gap in mindfulness research: a comparative account of the leading schools of thought. Rev. Gen. Psychol. 17(4), 453–466 (2013)
59. Anicha, C.L., Ode, S., Moeller, S.K., Robinson, M.D.: Toward a cognitive view of trait mindfulness: distinct cognitive skills predict its observing and nonreactivity facets. J. Pers. 80(2), 255–285 (2011)
60. Teper, R., Inzlicht, M.: Meditation, mindfulness and executive control: the importance of emotional acceptance and brain-based performance monitoring. Soc. Cogn. Affect. Neurosci. 8(1), 85–92 (2012)
61. Teper, R., Segal, Z.V., Inzlicht, M.: Inside the mindful mind: how mindfulness enhances emotion regulation through improvements in executive control. Curr. Dir. Psychol. Sci. 22(6), 449–454 (2013)
62. Moore, A., Malinowski, P.: Meditation, mindfulness and cognitive flexibility. Conscious. Cogn. 18(1), 176–186 (2009)
63. Lilja, J.L., Lundh, L.G., Josefsson, T., Falkenström, F.: Observing as an essential facet of mindfulness: a Comparison of FFMQ patterns in meditating and non-meditating individuals. Mindfulness 4(3), 203–212 (2013)
64. Chiesa, A., Calati, R., Serretti, A.: Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clin. Psychol. Rev. 31(3), 449–464 (2011)
65. Sirois, F.M., Tosti, N.: Lost in the moment? An investigation of procrastination, mindfulness, and well-being. J. Rational-Emot. Cogn. Behav. Ther. 30(4), 237–248 (2012)
66. Libby, D.J., Worhunsky, P.D., Pilver, C.E., Brewer, J.A.: Meditation-induced changes in high-frequency heart rate variability predict smoking outcomes. Front. Human Neurosci. 6, 54 (2012)
67. Evans, D.R., Baer, R.A., Segerstrom, S.C.: The effects of mindfulness and self-consciousness on persistence. Personal. Individ. Differ. 47(4), 379–382 (2009)
68. Ostafin, B.D., Bauer, C., Myxter, P.: Mindfulness decouples the relation between automatic alcohol motivation and heavy drinking. J. Soc. Clin. Psychol. 31(7), 729–745 (2012)
69. Hofmann, S.G., Sawyer, A.T., Witt, A.A., Oh, D.: The effect of mindfulness-based therapy on anxiety and depression: a meta-analytic review. J. Consult. Clin. Psychol. 78(2), 169–183 (2010)
70. Chan, D., Woollacott, M.: Effects of level of meditation experience on attentional focus: is the efficiency of executive or orientation networks improved? J. Altern. Complement. Med. 13(6), 651–657 (2007)
71. Allen, M., Dietz, M., Blair, K.S., van Beek, M., Rees, G., Vestergaard-Poulsen, P., Roepstorff, A.: Cognitive-affective neural plasticity following active-controlled mindfulness intervention. J. Neurosci. 32(44), 15601–15610 (2012)
72. Wenk-Sormaz, H.: Meditation can reduce habitual responding. Altern. Ther. Health Med. 11(2), 42–58 (2005)
73. Oberle, E., Schonert-Reichl, K.A., Lawlor, M.S., Thomson, K.C.: Mindfulness and inhibitory control in early adolescence. J. Early Adoles. 32(4), 565–588 (2011)
74. Chambers, R., Lo, B.C.Y., Allen, N.B.: The impact of intensive mindfulness training on attentional control, cognitive style, and affect. Cogn. Ther. Res. 32(3), 303–322 (2008)
75. Zeidan, F., Johnson, S.K., Diamond, B.J., David, Z., Goolkasian, P.: Mindfulness meditation improves cognition: evidence of brief mental training. Conscious. Cogn. 19(2), 597–605 (2010)
76. Glomb, T.M., Duffy, M.K., Bono, J.E., Yang, T.: Mindfulness at work. Res. Personnel Human Res. Manage. 30, 115–157 (2011)
77. Ostafin, B.D., Kassman, K.T.: Stepping out of history: mindfulness improves insight problem solving. Conscious. Cogn. 21(2), 1031–1036 (2012)
78. Ruedy, N.E., Schweitzer, M.E.: In the moment: the effect of mindfulness on ethical decision making. J. Bus. Ethics 95(1), 73–87 (2011)
79. Shapiro, S.L., Jazaieri, H., Goldin, P.R.: Mindfulness-based stress reduction effects on moral reasoning and decision making. J. Pos. Psychol. 7(6), 504–515 (2012)
80. Colzato, L.S., Ozturk, A., Hommel, B.: Meditate to create: the impact of focused-attention and open-monitoring training on convergent and divergent thinking. Front. Psychol. 3, 116–131 (2012)
81. Evans, J.S.B.T., Stanovich, K.E.: Dual-process theories of higher cognition: advancing the debate. Perspect. Psychol. Sci. 8(3), 223–241 (2013)
82. Jost, J.T., Kruglanski, A.W., Nelson, T.O.: Social metacognition: an expansionist review. Personal. Soc. Psychol. Rev. 2(2), 137–154 (1998)
83. Reb, J., Narayanan, J., Chaturvedi, S.: Leading mindfully: two studies on the influence of supervisor trait mindfulness on employee well-being and performance. Mindfulness 5(1), 36–45 (2012)
84. Van Doesum, N.J., Van Lange, D.W., Van lange, P.M.: social mindfulness: skill and will to Navigate the Social World. Journal of Personality and Social Psychology. 105(1), 86–103 (2013)
85. Barnes, S., Brown, K.W., Krusemark, E., Campbell, W.K., Rogge, R.D.: The role of mindfulness in romantic relationship satisfaction and responses to relationship stress. J. Marital Family Ther. 33(4), 482–500 (2007)
86. Wachs, K., Cordova, J.V.: Mindful relating: exploring mindfulness and emotion repertoires in intimate relationships. J. Marital Family Ther. 33(4), 464–481 (2007)
87. Facione, P.A.: The Delphi Report: Committee on Pre-college Philosophy. California Academic Press, Millbrae (1990)
88. Reeves, M.F.: An application of bloom’s taxonomy to the teaching of business ethics. J. Bus. Ethics 9(7), 609–616 (1990)
89. Dwyer, C.P., Hogan, M.J., Stewart, I.: The Promotion of critical thinking skills through argument mapping. In: Horvart, C.P., Forte, J.M. (eds.) Critical Thinking, pp. 97–122. Nova Science Publishers, New York (2011)
90. Dwyer, C.P., Hogan, M.J., Stewart, I.: The Evaluation of argument mapping-infused critical thinking instruction as a method of enhancing reflective judgment performance (in preparation)
91. Dwyer, C.P., Hogan, M.J., Stewart, I.: The evaluation of argument mapping as a learning tool: Comparing the effects of map reading versus text reading on comprehension and recall of arguments. Think. Skills Creativity 5(1), 16–22 (2010)
92. Halpern, D.F.: Teaching Critical Thinking for Transfer Across Domains: Disposition, Skills, Structure Training, and Metacognitive Monitoring. Am. Psychol. 53(4), 449 (1998)
93. Halpern, D.F.: Manual: The Halpern Critical Thinking Assessment. Schuhfried, Vienna (2010)
94. Halpern, D.F.: Is intelligence critical thinking? Why we need a new definition of intelligence. In: Kyllonen, P.C., Roberts, R.D., Stankov, L. (eds.) Extending Intelligence: Enhancement and New Constructs, pp. 293–310. Taylor & Francis Group, New York (2008)
95. Facione, P.A., Facione, N.C., Blohm, S.W., Giancarlo, C.A.: The California Critical Thinking Skills Test: CCTST. Form A, Form B, and Form2000. Test Manual, 2002 Updated Edition. Insight Assessment, Millbrae (2002)
96. Ennis, R.H.: Is critical thinking culturally biased? Teach. Philos. 21(1), 15–33 (1998)
97. Ku, K.Y.L.: Assessing Students’ critical thinking performance: urging for measurements using multi-response format. Think. Skills Creativity 4(1), 70–76 (2009)
98. Valenzuela, J., Nieto, A.M., Saiz, C.: Critical thinking motivational scale: a contribution to the study of relationship between critical thinking and motivation. J. Res. Educ. Psychol. 9(2), 823–848 (2011)
99. Ennis, R.H.: The nature of critical thinking: an outline of critical thinking dispositions and abilities. University of Illinois, http://faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf (2011)
100. Facione, P.A., Facione, N., Giancarlo, C.A.F.: The California Critical Thinking Disposition Inventory: CCTDI Test Manual, California Academic Press (1996)
101. Paul, R., Elder, L.: A Guide for Educators to Critical Thinking Competency Standards: Standards, Principles, Performance Indicators, and Outcomes with a Critical Thinking Master Rubric, Vol. 8. Foundation Critical Thinking (2005)
102. Colucciello, M.L.: Critical thinking skills and dispositions of baccalaureate nursing students— a conceptual model for evaluation. J. Prof. Nurs. 13(4), 236–245 (1997)
103. Facione, P.A., Facione, N.C., Giancarlo, C.A.: The Disposition toward critical thinking: its character, measurement, and relationship to critical thinking skill. Inf. Logic 20(1), 61–84 (2000)
104. Facione, N.C., Facione, P.A., Sanchez, C.A.: Critical thinking disposition as a measure of competent clinical judgment: the development of the california critical thinking disposition inventory. J. Nurs. Educ. 33(8), 345–350 (1994)
105. Profeto-McGrath, J.: The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. J. Adv. Nurs. 43(6), 569–577 (2003)
106. Rimiene, V.: Assessing and developing students’ critical thinking. Psychol. Learn. Teach. 2(1), 17–22 (2002)
107. King, P.M., Kitchener, K.S.: Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. Jossey Bass, San Francisco (1994)
108. Huffaker, D.A., Calvert, S.L.: The new science of learning: active learning, metacognition and transfer of knowledge in e-learning applications. J. Educ. Comput. Res. 29(3), 325–334 (2003)
109. U.S. National Research Council.: Technology and Assessment: Thinking Ahead. Board on Testing and Assessment Center for Education, Washington, DC (2002)
110. King, P.M., Wood, P.K., Mines, R.A.: Critical thinking among college and graduate students. Rev. High. Educ. 13(2), 167–186 (1990)
111. Wood, P.K.: Context and Development of Reflective Thinking: A Secondary Analysisof the Structure of Individual Differences. Unpublished manuscript. University of Missouriat Columbia, Missouri (1993)
112. Dewey, J.: How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Heath & Co., Lexington (1933)
113. King, P.M., Kitchener, K.S.: Reflective judgment: theory and research on the development of epistemic assumptions through adulthood. Educ. Psychol. 39(1), 5–18 (2004)
114. Kitchener, K.S., King, P.M.: Reflective judgment: Concepts of justifications and their relation to age and gender. J. Appl. Develop. Psychol. 2, 89–116 (1981)
115. Brabeck, M.M.: The Relationship between critical thinking skills and development of reflective judgment among adolescent and adult women. In: 89th Annual Convention of the American Psychological Association, Los Angeles (1981)
116. Huffman, K., Vernoy, M., Williams, B., Vernoy, J.: Psychology in Action. Wiley, New York (1991)
117. Baril, P.B., Cunningham, B.M., Fordham, D.R., Gardner, R.L., Wolcott, S.K.: Critical thinking in the public accounting profession: aptitudes and attitudes. J. Account. Educ. 16(3–4), 381–406 (1998)
118. Perkins, D.N., Ritchhart, R.: When is good thinking? In: Dai, D.Y., Sternberg, R.J. (eds.) Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development, pp. 351–384. Erlbaum, Mawah (2004)
119. van Gelder, T.J.: Enhancing Deliberation through computer supported argument mapping. In: Kirschner, P.A., Buckingham-Shum, S., Carr, C. (eds.) Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making, pp. 97–115. Springer, London (2003)
120. van Gelder, T.J.: How to improve critical thinking using educational technology. In: Kennedy, G., Keppell, M., McNaught, C., Petrovic, T. (eds.) Meeting at the Crossroads: Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, pp. 539–548. Biomedical Multimedia Unit, University of Melbourne, Melbourne (2001)
121. Facione, P.A.: The California Critical Thinking Skills Test (CCTST): Forms A and B. The CCTST Test Manual. California Academic Press, Millbrae (1990)
122. Dwyer, C.P., Hogan, M.J., Stewart, I.: An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacogn. Learn. 7(3), 219–244 (2012)
123. Dillenbourg, P.: What do you mean by collaborative learning? In: Dillenbourg, P. (ed.) Collaborative Learning: Cognitive and Computational Approaches, pp. 1–19. Elsevier, Oxford (1999)
124. Hinsz, V.B., Tindale, R.S., Vollrath, D.A.: The Emerging conceptualization of groups as information processors. Psychol. Bull. 121(1), 43 (1997)
125. Hinsz, V.B.: Metacognition and mental models in groups: an illustration with metamemory of group recognition memory. In: Salas, E., Fiore, S.M. (eds.) Team Cognition: Understanding the Factors that Drive Process and Performance, pp. 33–58. American Psychological Association, Washington (2004)
126. Thompson, L., Cohen, T.R.: Metacognition in teams and organizations. In: Briñol, P., DeMarree, K.G. (eds.) Social Metacognition, pp. 283–302. Psychology Press, New York (2012)
127. McIntyre, R.M., Salas, E.: Team performance in complex environments: what we have learned so far. In: Guzzo, R., Salas, E. (eds.) Team Effectiveness and Decision Making in Organizations, pp. 333–380. Josey-Bass, San Francisco (1995)
128. Salas, E., Sims, D.E., Burke, C.S.: Is there a “big five” in teamwork? Small Group Res. 36(5), 555–599 (2005)
129. Doten, G.W., Cockrell, J.T., Sadacca, R.: The Use of Teams in Image Interpretation: Information Exchange, Confidence, and Resolving Disagreements (Tech. Rep. 1151). U.S. Army Personnel Research Office, Washington, DC (1966)
130. Siegel, A.I., Federman, P.J.: communications content training as an ingredient in effective team performance. Ergonomics 16(4), 403–416 (1973)
131. Porter, C.O.L.H., Hollenbeck, J.R., Ilgen, D.R., Ellis, A.P.J., West, B.J., Moon, H.: Backup behaviors in teams: the role of personality and legitimacy of need. J. Appl. Psychol. 88(3), 391–403 (2003)
132. Scheuer, O., Loll, F., Pinkwart, N., McLaren, B.M.: Computer-supported argumentation: a review of the state of the art. Int. J. Comput. Support. Collabor. Learn. 5(1), 43–102 (2010)
133. Azevedo, R., Cromley, J.G.: Does training of self-regulated learning facilitate students’ learning with hypermedia? J. Educ. Psychol. 96(3), 523–535 (2004)
134. Kramarski, B., Mevarech, Z.R.: Enhancing mathematical reasoning in the classroom: effects of cooperative learning and metacognitive training. Am. Educ. Res. J. 40(1), 281–310 (2003)
135. Lee, H.W., Lim, K.Y., Grabowski, B.L.: Improving self-regulation, learning strategy use, and achievement with metacognitive feedback. Educ. Tech. Res. Dev. 58(6), 629–648 (2010)
136. Kreijns, K., Kirschner, P.A., Jochems, W.: The sociability of CSCL environments. Educ. Technol. Soc. 5(1), 8–22 (2002)
137. Kwon, K., Hong, R.Y., Laffey, J.M.: The educational impact of metacognitive group coordination in computer-supported collaborative learning. Comput. Hum. Behav. 29(4), 1271– 1281 (2013)
138. Ada, W.W.: Computer-supported collaborative learning and higher-order thinking skills: a case study of textile studies. Interdisc. J. E-Learning Learn. Objects 5, 145–167 (2009)
139. Peterson, R.S.: A directive leadership style in group decision-making can be both virtue and vice: evidence from elite and experimental groups. J. Pers. Soc. Psychol. 72(5), 1107 (1997)
140. Harney, O., Hogan, M.J., Broome, B.: Investigating the effects of feedback on argumentation style, consensus and perceived efficacy in collaborative learning. In Gómez Chova, L.A., López Martínez, Candel Torres, I. (eds.). INTED2014 Proceedings, pp. 1638–1647. IATED Academy, Valencia (2014)
141. Seibold, D.R., Meyers, R.A.: Group argument: a structuration perspective and research program. Small Group Res. 38, 312–336 (2007)
142. Mercer, N.: Sociocultural discourse analysis. J. Appl. Linguistics 1(2), 137–168 (2004)
143. Erkens, G.: Multiple episode protocol analysis (MEPA). Version 4.10. http://edugate.fss. uu.nl/mepa/ (2014)
144. Feeney, P., Harney, O., Hogan, M.J.: The effects of peer feedback on cooperative conversationaldynamics in collaborative learning. Unpublished manuscript. (2014)