Vol. 23 No. 1 (2014)

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