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  1. Home /
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  3. 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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