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Peer reviewedWalczyk, Jeffrey J.; Hall, Vernon C. – Journal of Educational Psychology, 1989
Forty-eight third- and 48 fifth-graders' ability to monitor comprehension was measured with the error detection paradigm. Some analyses excluded 23 third- and 14 fifth-graders. Cognitively-reflective and impulsive children--distinguished via the Matching Familiar Figures Test--differed significantly on their ability to identify inconsistencies.…
Descriptors: Children, Cognitive Processes, Comparative Analysis, Conceptual Tempo
