In two experiments, participants made inferences from weather maps, before and after they received instruction about relevant meteorological principles. Different versions of the maps showed either task-relevant information alone, or both task-relevant and task-irrelevant information. Participants improved on the inference task after instruction,…

The relationship between argumentation and informal reasoning is discussed, followed by a consideration of instructional factors that influence argumentation performance. An account of one expert student reasoner is provided. Instruction in argumentation is reviewed, and suggestions are made for argumentation based on classroom experience. (SLD)

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.…