Knowing when, where, and how to remember ; A problem of metacognition

Metacognition: Answered and Unanswered Questions

This article summarizes "facts" emerging from recent research and explanations of those facts arising from metacognitive theory. We suggest that the following four questions sho...

The relevance of the Good Strategy User Model to the Teaching of Mathematics

This article briefly reviews the strategic, metacognitive, and knowledge components of good strategy use. Five principles of teaching that follow from this good strategy user mo...

Cognitive Load During Problem Solving: Effects on Learning

Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidenc...

Strategy Guidance and Memory Aiding in Learning a Problem-Solving Skill

Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines ...

Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.