Abstract
Metacognitive training techniques have been used successfully to improve children's problem-solving skills. The concept of metacognition needs further refinement, however, if it is to continue to be useful as an explanatory construct. Specifically, we argue that more attention needs to be paid to how metacognitive abilities are acquired, how this knowledge could be used to help improve the performance of children with learning difficulties, and how metacognition may be related to other self-evaluation processes.
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This paper was completed with support from the National Institute of Child Health and Human Development (Grant HD05951), and from the Department of Education (Grant 00840068). We would like to express our appreciation and thanks to Joseph Campione and to Annemarie Palinscar, who patiently listened to, and frequently commented upon, the ideas presented in this paper.
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Reeve, R.A., Brown, A.L. Metacognition reconsidered: Implications for intervention research. J Abnorm Child Psychol 13, 343–356 (1985). https://doi.org/10.1007/BF00912721
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DOI: https://doi.org/10.1007/BF00912721