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Where gifted children do and do not excel on metacognitive tasks∗
16 references·3 citing·35 second hop
Where gifted children do and do not excel on metacognitive tasks∗ (1996)Where gifted children do and do not excel…Metacognition, Motivation, and Understanding (2026)Metacognition, Motivation, an…Education for the Gifted and Talented (2015)Education for the Gifted and …Conceptions of Giftedness (2005)Conceptions of GiftednessThe role of deliberate practice in the acquisition of expert performance. (1993)The role of deliberate practi…Influence of metacognitive knowledge and aptitude on problem solving. (1990)Influence of metacognitive kn…The triarchic mind: a new theory of human intelligence (1989)The triarchic mind: a new the…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children. (1989)Domain-specific knowledge and…The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance (1988)The Interaction of Domain-Spe…Cognitive strategies: Good strategy users coordinate metacognition and knowledge (1987)Cognitive strategies: Good st…Human Abilities: An Information Processing Approach (1985)Human Abilities: An Informati…Education of the Gifted and Talented (1985)Education of the Gifted and T…Toward a theory of cognitive aptitude for learning from instruction. (1984)Toward a theory of cognitive …Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies (1979)Realizing That You Don't Unde…The Enrichment Triad Model: a Guide for Developing Defensible Programs for the Gifted and Talented (1976)The Enrichment Triad Model: a…The role of metacognitive competences in the development of school achievement among gifted adolescents (2021)The role of metacognitive com…Giftedness and Metacognition (2011)Giftedness and MetacognitionThe relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender (2006)The relationship between cogn…The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Implications for educational practice of the science of learning and development (2019)Conditions of Learning (1965)The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Flow: the psychology of optimal experience (1990)Long-term working memory. (1995)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)Child Development and Emergent Literacy (1998)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Metacognition and reading comprehension (1988)When is an illustration worth ten thousand words? (1990)Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)The Leadership Experience (1988)Education and Creativity (2001)Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT) (2006)Motivational and self-regulated learning components of classroom academic performance. (1990)A life-span theory of control. (1995)Implicit leadership theories: Content, structure, and generalizability (1994)Testing common sense. (1995)Emotional intelligence and the identification of emotion (1996)The Underachievement of Gifted Students: What Do We Know and Where Do We Go? (2000)The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity (2005)Reexamining the Role of Gifted Education and Talent Development for the 21st Century (2012)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Toward a triarchic theory of human intelligence (1984)Images of teaching: Student teachers' early conceptions of classroom practice (1991)When problem solving is superior to studying worked examples. (2001)In search of insight (1990)Relation between intellectual and metacognitive skills: Age and task differences (2005)Conceptions of Giftedness (2020)
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References

  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 2026Metacognition, Motivation, and Understanding1,366 cited
  • 2005Conceptions of Giftedness1,193 cited
  • 1985Education of the Gifted and Talented1,024 cited
  • 1988The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance728 cited
  • 1976The Enrichment Triad Model: a Guide for Developing Defensible Programs for the Gifted and Talented689 cited
  • 1989The triarchic mind: a new theory of human intelligence689 cited
  • 1985Human Abilities: An Information Processing Approach606 cited
  • 1979Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies539 cited
  • 1990Influence of metacognitive knowledge and aptitude on problem solving.508 cited
  • 2015Education for the Gifted and Talented502 cited
  • 1987Cognitive strategies: Good strategy users coordinate metacognition and knowledge394 cited
  • 1984Toward a theory of cognitive aptitude for learning from instruction.

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323 cited
  • 1989Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children.255 cited
  • Cited by

    • 2011Giftedness and Metacognition60 cited
    • 2006The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender58 cited
    • 2021The role of metacognitive competences in the development of school achievement among gifted adolescents45 cited