Two experiments with a total of 37 college students showed that metacognitive training influenced strategic flexibility and metacognition of students. The studies also found it was much easier to enhance performance on closed problems than with open problems calling for creativity. (Author/DB)

Three gifted and three learning-disabled gifted students (ages 13-15) viewed themselves on videotape solving mathematical problems and responded to questions pertaining to their problem-solving strategies. The non-learning-disabled students applied substantially more cognitive and metacognitive knowledge to the problem-solving task. (Author/DB)