Page 1. Determinants of Learning in Simulation Environments across Domains Marcel VJ Veenman, Jan J. Elshout, and John ?? J. Hoeks Faculty of Psychology, Dept of Psychonomy, University of Amsterdam, Roetersstraat 15, 1018 WB Amsterdam,... more
Page 1. Determinants of Learning in Simulation Environments across Domains Marcel VJ Veenman, Jan J. Elshout, and John ?? J. Hoeks Faculty of Psychology, Dept of Psychonomy, University of Amsterdam, Roetersstraat 15, 1018 WB Amsterdam, The Netherlands. ...
ABSTRACT Studies about metacognition, intelligence and learning have rendered equivocal results. The mixed model assumes joint as well as independent influences of intelligence and metacognition on learning results. In this study,... more
ABSTRACT Studies about metacognition, intelligence and learning have rendered equivocal results. The mixed model assumes joint as well as independent influences of intelligence and metacognition on learning results. In this study, intelligence was measured by standard tests for reasoning, spatial ability and memory. Participants were 13-year-old school students. Measures of metacognitive activity were gathered by analyses of thinking-aloud protocols within two task domains, i.e., history and physics. Prior knowledge and learning results were measured by tests constructed by the researchers. The results showed that metacognitive activity did not relate to learning results in either task domain. For history, the learning result was only determined by prior knowledge. For physics, intelligence influenced the learning result via prior knowledge, but the effect of execution activity, i.e., exercise, appeared more important. It is possible that ‘learning by doing’, i.e., exercise, is a powerful mean for promoting the application of knowledge in physics.
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Both intelligence and metacognitive skillfulness have been regarded as important predictors of math performance. The role that metacognitive skills play in math, however, seems to be subjected to change over the early years of secondary... more
Both intelligence and metacognitive skillfulness have been regarded as important predictors of math performance. The role that metacognitive skills play in math, however, seems to be subjected to change over the early years of secondary education. Metacognitive skills seem to become more general (i.e., less domain-specific) by nature (Veenman and Spaans in Learn Individ Differ 15:159–176, 2005). Moreover, according to
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... to solve the problem given, they also provide a better context for transfer of learning to similar types of problems (Elshout, 1987a; Mettes et al ... Indeed, a followup study (Swanson, Rubadeau,Christie, 1991) showed that... more
... to solve the problem given, they also provide a better context for transfer of learning to similar types of problems (Elshout, 1987a; Mettes et al ... Indeed, a followup study (Swanson, Rubadeau,Christie, 1991) showed that metacognition was only partially independent of intelligence ...
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The first objective of this study was to determine whether metacognitive skillfulness is entirely part of intelligence as predictor of learning or not. Furthermore, the generality vs. domain-specificity of metacognitive skillfulness was... more
The first objective of this study was to determine whether metacognitive skillfulness is entirely part of intelligence as predictor of learning or not. Furthermore, the generality vs. domain-specificity of metacognitive skillfulness was investigated. Sixteen technical university students participated in the experiment. They performed two tasks while thinking aloud, a model construction task that was part of their curriculum and an unfamiliar discovery–learning task representing a fictitious domain. Both the participant's metacognitive skillfulness and learning performance were assessed for each domain. Furthermore, exam grades and study credits were collected. Results support the generality of metacognitive skills across tasks and domains. Results further show that metacognitive skillfulness contributed to learning results (partly) independent of intellectual ability. Implications for metacognitive skill training are being discussed.
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Research Interests: Psychology, Intelligence, Cognitive development, Nonparametric Statistics, Child Development, and 14 moreMetacognition, Inductive Learning, Individual differences in L2/FL learning, Web-based Learning and Instruction, Spirituality & Grade Point Average, Instructional Science, Domain Specificity, First Year, Secondary School Students, Intelligence tests, University Student, Log Files, Age Groups, and Regression equation
... MARCEL VJ VEENMAN l & JAN J. ELSHOUT 2 I Dept. ... Guided experimentation steers the leaming process by providing students with pre-set tasks in a restricted sim-ulation environment, including explicit instructions about how... more
... MARCEL VJ VEENMAN l & JAN J. ELSHOUT 2 I Dept. ... Guided experimentation steers the leaming process by providing students with pre-set tasks in a restricted sim-ulation environment, including explicit instructions about how to perform a number of 'telling' experiments. ...
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... Analysis of Variance on SAP scores showed significant effects of IA (F(l, 13)=7.24, p< .02), of LE (F(l,13)=20.67, p< .OOI ) and of the IA by LE interaction (F(l ,13)=7.70, p< .02). Table I shows that advanced subjects... more
... Analysis of Variance on SAP scores showed significant effects of IA (F(l, 13)=7.24, p< .02), of LE (F(l,13)=20.67, p< .OOI ) and of the IA by LE interaction (F(l ,13)=7.70, p< .02). Table I shows that advanced subjects attained higher SAP scores than novices. ...
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... In Issues in the measurement of metacognition , Edited by: Schraw, G. and Impara, JC 261296. ... After the construction of the taxonomies for history text-studying and problem-solving in physics, tasks in the domains of history and... more
... In Issues in the measurement of metacognition , Edited by: Schraw, G. and Impara, JC 261296. ... After the construction of the taxonomies for history text-studying and problem-solving in physics, tasks in the domains of history and physics were administered to participants. ...
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This paper focuses on the role of metacognition in test anxiety. In two experiments, the metacognitive skillfulness of high vs. low test-anxious secondary school students was contrasted. Low test-anxious subjects exhibited a superior... more
This paper focuses on the role of metacognition in test anxiety. In two experiments, the metacognitive skillfulness of high vs. low test-anxious secondary school students was contrasted. Low test-anxious subjects exhibited a superior metacognitive skillfulness during math performance relative to high test-anxious subjects. Furthermore, differences in metacognitive skillfulness were performance related. In order to unravel causality in the relation between
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Discovery learning is a form of learning that fits well in this approach. In discovery learning, learners use inductive processes to generate hypotheses and design experiments to validate these hypotheses. a type of learning environment... more
Discovery learning is a form of learning that fits well in this approach. In discovery learning, learners use inductive processes to generate hypotheses and design experiments to validate these hypotheses. a type of learning environment that is specifically suited for discovery learning is (computerbased) simulation. In simulation environments, learners can change values of (input) variables and observe the consequences on values of (output) variables. These basic activities can be used for the inductive and for the validation ...