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Metacognition, abilities, and developing expertise: What makes an expert student?
16 references·16 citing·36 second hopsampled
Metacognition, abilities, and developing expertise: What makes an expert student? (1998)Metacognition, abilities, and developing …Testing common sense. (1995)Testing common sense.Defying the crowd: cultivating creativity in a culture of conformity (1995)Defying the crowd: cultivatin…A Prototype View of Expert Teaching (1995)A Prototype View of Expert Te…Expert performance: Its structure and acquisition. (1994)Expert performance: Its struc…The role of deliberate practice in the acquisition of expert performance. (1993)The role of deliberate practi…Human Cognitive Abilities (1993)Human Cognitive AbilitiesToward a general theory of expertise : prospects and limits (1991)Toward a general theory of ex…Metaphors of mind: Conceptions of the nature of intelligence (1991)Metaphors of mind: Conception…The triarchic mind: a new theory of human intelligence (1989)The triarchic mind: a new the…Unities in inductive reasoning. (1983)Unities in inductive reasonin…People's conceptions of intelligence. (1981)People's conceptions of intel…The zone of potential development: implications for intelligence testing in the year 2000 (1979)The zone of potential develop…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…An Analysis of Test-Wiseness (1965)An Analysis of Test-WisenessThe Structure of Human Abilities. (1950)The Structure of Human Abilit…"General Intelligence," Objectively Determined and Measured (1904)"General Intelligence," Objec…Network Models for Cognitive Development and Intelligence (2017)Network Models for Cognitive …Framework for understanding the patterns of student difficulties in quantum mechanics (2015)Framework for understanding t…Creative metacognition and self-ratings of creative performance: A 4-C perspective (2015)Creative metacognition and se…Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2011)Exploring the potential impac…WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized (2005)WICS: A Model of Positive Edu…Developing reflective practice in student teachers: collaboration and critical partnerships (2005)Developing reflective practic…Dynamic, open inquiry in biology learning (2004)Dynamic, open inquiry in biol…Missing the point or missing the norms? Epistemological norms as predictors of students’ ability to identify fallacious arguments (2003)Missing the point or missing …Fostering constructive cognitive and metacognitive activity in computer-based complex task training environments (2003)Fostering constructive cognit…A Broad View of Intelligence: The Theory of Successful Intelligence. (2003)A Broad View of Intelligence:…The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill (2002)The Overconfident Principles …Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments (2002)Scaffolding cognitive and met…Using a metaphor for learning to improve students' metacognition in the chemistry classroom (2001)Using a metaphor for learning…Constructing knowledge in the context of BioWorld (2001)Constructing knowledge in the…Patterns of giftedness: A triarchic analysis (2000)Patterns of giftedness: A tri…Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools (1999)Enhancing learning and proble…The Measurement and Appraisal of Adult Intelligence (4th ed.). (1958)Abilities: Their Structure, Growth, and Action (1974)A test of leadership categorization theory: Internal structure, information processing, and leadership perceptions (1984)Beyond Abilities: A Dispositional Theory of Thinking. (1993)Wisdom, Intelligence, and Creativity Synthesized (2003)The Psychology Of Intelligence (2005)Frames of Mind: The Theory of Multiple Intelligences (1984)Situated Learning: Legitimate Peripheral Participation. (1994)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Cognitive Architecture and Instructional Design (1998)Grit: Perseverance and passion for long-term goals. (2007)Cognitive Load Theory (2011)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)Child Development and Emergent Literacy (1998)Implicit leadership theories: Content, structure, and generalizability (1994)Emotional intelligence and the identification of emotion (1996)Long-term working memory. (1995)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)The processing-speed theory of adult age differences in cognition. (1996)Investing in creativity. (1996)In Praise of Convergent Thinking (2006)Rethinking Giftedness and Gifted Education (2011)A unifying model for the structure of intellectual abilities (1984)The General/Academic Self-Concept Nomological Network: A Review of Construct Validation Research (1984)Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study. (2001)Norm theory: Comparing reality to its alternatives. (1986)Working memory span tasks: A methodological review and user’s guide (2005)Evidence for a Collective Intelligence Factor in the Performance of Human Groups (2010)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Self-Efficacy Beliefs in Academic Settings (1996)Working memory: looking back and looking forward (2003)TARGET ARTICLES: "Emotional Intelligence: Theory, Findings, and Implications" (2004)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 1904"General Intelligence," Objectively Determined and Measured6,205 cited
  • 1993Human Cognitive Abilities4,120 cited
  • 1994Expert performance: Its structure and acquisition.2,072 cited
  • 1991Toward a general theory of expertise : prospects and limits1,766 cited
  • 1995Defying the crowd: cultivating creativity in a culture of conformity1,378 cited
  • 1981People's conceptions of intelligence.747 cited
  • 1989The triarchic mind: a new theory of human intelligence689 cited
  • 1950The Structure of Human Abilities.686 cited
  • 1995Testing common sense.604 cited
  • 1995A Prototype View of Expert Teaching474 cited
  • 1991Metaphors of mind: Conceptions of the nature of intelligence462 cited
  • 1965An Analysis of Test-Wiseness317 cited
  • 1983Unities in inductive reasoning.251 cited
  • 1979The zone of potential development: implications for intelligence testing in the year 2000

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185 cited

Cited by

  • 2005Developing reflective practice in student teachers: collaboration and critical partnerships211 cited
  • 2017Network Models for Cognitive Development and Intelligence158 cited
  • 2002The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill143 cited
  • 2011Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation136 cited
  • 2001Using a metaphor for learning to improve students' metacognition in the chemistry classroom134 cited
  • 2015Creative metacognition and self-ratings of creative performance: A 4-C perspective126 cited
  • 2002Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments126 cited
  • 2003A Broad View of Intelligence: The Theory of Successful Intelligence.123 cited
  • 2015Framework for understanding the patterns of student difficulties in quantum mechanics122 cited
  • 2001Constructing knowledge in the context of BioWorld113 cited
  • 1999Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools101 cited
  • 2005WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized89 cited
  • 2003Missing the point or missing the norms? Epistemological norms as predictors of students’ ability to identify fallacious arguments83 cited
  • 2003Fostering constructive cognitive and metacognitive activity in computer-based complex task training environments78 cited
  • 2004Dynamic, open inquiry in biology learning77 cited
  • 2000Patterns of giftedness: A triarchic analysis70 cited