Self-report is required to assess mental states in nuanced ways. By implication, self-report is indispensable to capture the psychological processes driving human learning, such as learners' emotions, motivation, strategy use, and metacognition. As shown in the contributions to this special issue, self-report related to learning shows convergent…

Chew and Cerbin (2021) offer a fruitful way of thinking deeply about teaching economics. In this article, the author offers several ideas on how to offload parts of three of the cognitive challenges they identify to an online module that any instructor could assign to their students. Ideally, this module would be described in an economics…

In this closing chapter and commentary to the special issue of "High Ability Studies" focusing on self-regulated learning (SRL) in gifted, high ability, and talented students, I delineate a number of promising challenges and directions for future theory, methodology, research, and applications in the domain of self-regulated learning. I…

This paper claims that the current theories of Self-regulated learning (SRL) are short-sighted. The author provides a comprehensive, but brief, overview of SRL which addresses such issues as (a) SRL processes, (b) SRL strategies, (c) compartments of SRL, (d) theories of SRL, (e) agency in SRL, and (f) models of SRL. He then presents a new model…

The ultimate goal of "student-centered" education is to empower students to learn beyond educational programs. This means nurturing students' autonomy and fostering the development of their own motivation and mechanisms to become self-directed learners. This idea has been embodied in the "lifelong learning" mantra that pervades contemporary views…

During discussions with students the author often says, "I ask questions because I wish to know what you think. I already know what I think." Recently, he has taken his own advice, in a way, and has carefully considered what he does think and how those beliefs shape and are shaped, by his practice. Several questions with the author's answers are…

In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as…

This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual…

"Strategy instruction" is quickly becoming one of the most common--and perhaps the most commonly misunderstood--components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving…

Presents evidence from the memory development literature showing why strategies and metaknowledge are not sufficient factors to account for memory development. Summarizes current research on the influence of the general knowledge base, including general world-knowledge and domain-specific knowledge and procedures. Discusses questions that must be…

Teacher behaviors that enhance critical thinking include room arrangement, questioning, verbal and nonverbal responses, metacognitive labeling, and modeling. Learning strategies include Socratic discussion and short writing assignments, such as summaries and critiques. (SK)

Learning how to learn encompasses knowledge about learning, knowledge about learning style, and skills of learning proficiency. Metacognitive techniques can be incorporated into adult education through independent learning projects, collaborative learning, and other approaches. (SK)

Defines metacognition and describes the effects of incorporating metacognitive aspects into instructional design. Three types of knowledge--declarative, procedural, and conditional--are discussed as necessary components of metacognitive awareness, and positive effects on the learner in terms of motivation and performance are described. (Author/LRW)

The introductory article to the special issue on facilitating cognitive development considers individual and social roles in cognitive development, the role of the human mediator, development as an increasingly self regulated process, and types of programs which provide instruction in cognitive strategies. (DB)

Outlines an approach to text graphing through describing four types of graphs: sunburst, matrix, tree structure, and flow chart. The graphing types are then matched to 12 text types. Text graphing realizes the possibilities for enhancing instruction using insights provided by educational research in schema theory and metacognition. (15 references)…