The relation between intellectual and metacognitive skills from a developmental perspective

Veenman, Marcel V.J. and Wilhelm, Pascal and Beishuizen, Jos J. (2004) The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14 (1). pp. 89-109. ISSN 0959-4752

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Abstract:	The first objective of this study was to establish to what extent metacognitive skill development is associated with intelligence. As a second objective, the generality vs. domain-specificity of maturing metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills. Participants from four age groups (fourth-, sixth-, and eighth-graders, and university students) performed four inductive learning tasks, representing different domains. Intelligence, metacognitive skillfulness and learning performances were assessed for each participant. Results show that metacognitive skillfulness is a general, person-related characteristic across age groups, rather than being domain-specific. Moreover, metacognitive skills appear to develop and to contribute to learning performance, partly independent of intelligence. Educational implications are discussed.
Item Type:	Article
Copyright:	© 2004 Elsevier
Faculty:	Behavioural Sciences (BS)
Research Group:	Instructional Technology (IST)
Link to this item:	http://purl.utwente.nl/publications/75764
Official URL:	http://dx.doi.org/10.1016/j.learninstruc.2003.10.004
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Metis ID: 219992