There are a large number of factors contributing to the reading outcome diversity. Individual differences in cognition are possibly regarded as one of the most significant causes and have a predominated impact on the reading development. Individual differences, like meta-cognition and working memory, are found to have a positive correlation with…

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 article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child's experience of life--the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use…

This article introduces this special issue of "Frontline Learning Research." The first paper offers a methodological guide using Ericsson & Smith's (1991) "expert performance approach." This is followed by three papers that analyze the use of eye tracking in visual expertise models, and a paper reviewing the use of methods…

This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes--epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human…

English language instructors regularly witness how various social, pedagogical and individual elements intersect and influence one another in their classrooms. Every language program is shaped by the characteristics of their local, regional and national contexts. On a similar vein, knowledge and skills are framed under particular linguistic goals…

Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of different--often impeding or maladaptive--emotional and motivational states in the face of academic errors. Research has made few attempts to develop a theory that…

Behavioral activation that is associated with incentive-reward motivation increases in adolescence relative to childhood and adulthood. This quadratic developmental pattern is generally supported by behavioral and experimental neuroscience findings. It is suggested that a focus on changes in dopamine neurotransmission is informative in…

Changes in the demographics of American undergraduate students must be addressed by changes in delivery of the curriculum. The learner-centered approach to education helps to recognize and integrate student diversity with class exercises and assignments designed to help students meet course learning outcomes. This article applies the American…

Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user-generated content. This information-rich environment may support both formal and informal…

To speak of cognitive regulation versus emotion regulation may be misleading. However, some forms of regulation are carried out by executive processes, subject to voluntary control, while others are carried out by "automatic" processes that are far more primitive. Both sets of processes are in constant interaction, and that interaction gives rise…

This review begins with a brief history from Piagetian perspective-taking development, through metacognitive development, and into the past and present field of theory-of-mind development. This field has included research on what infants and children know about a variety of mental states, on possible causes and consequences of mentalistic…

The authors investigated absolute and relative metacomprehension accuracy as a function of verbal ability in college students. Students read hard texts, revised texts, or a mixed set of texts. They then predicted their performance, took a multiple-choice test on the texts, and made posttest judgments about their performance. With hard texts,…

After forty-nine years of watching and working in higher education, Arthur Chickering has determined that three R's truly are fundamental to helping students learn. In stark contrast to the traditional set, Chickering's three R's challenge educators to recognize, respect, and respond to wide-ranging individual differences among diverse learners.…

Studies indicate that individual differences in strategy use among mentally retarded and learning disabled students can be explained by a metacognition model which integrates three components--Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful…