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Vol. 23 No. 1 (2014)
Vol. 23 No. 1 (2014)
Published:
2014-04-30
Articles
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach
Anastasia Efklides
1-30
pdf
High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs
Stephanie Pieschl, Freia Stallmann, Rainer Bromme
31-52
pdf
Examining Change in Metacognitive Knowledge and Metacognitive Control During Motor Learning: What Can be Learned by Combining Methodological Approaches?
Claire Sangster Jokić, David Whitebread
53-76
pdf
Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension
Svjetlana Kolić-Vehovec, Barbara Rončević Zubković, Rosanda Pahljina-Reinić
77-98
pdf
Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions
Marcel V.J. Veenman, Rob D. Hesselink, Shannon Sleeuwaegen, Sophie I.E. Liem, Marieke G.P. Van Haaren
99-113
pdf
Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment
Zrinka Ristić Dedić
115-141
pdf
Metacognitive Judgments and Syllogistic Reasoning
Igor Bajšanski, Maja Močibob, Pavle Valerjev
143-166
pdf
Neuroimaging Evidence of Comprehension Monitoring
Linda Baker, Alisa Zeliger-Kandasamy, Laura U. DeWyngaert
167-187
pdf
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