Before metacognitive skill training, fifth graders possessed none of the metacognitive skills later trained, so metacognitive skills are task-specific at first and become domain-general only through transfer¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fifth graders possessed none of the trained metacognitive skills before training, and metacognitive skills become domain-general only by being transferred to different cognitive strategies. → Stebner 2022

Evidence¶

Stebner 2022¶

Stebner, F., Schuster, C., Weber, X.-L., Greiff, S., Leutner, D., & Wirth, J. (2022). Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition. Metacognition and Learning, 17, 715-744. https://doi.org/10.1007/s11409-022-09322-x

q2 · i? · causal · r2

The article reports, citing Schuster et al. (2020), that "before training of metacognitive skills fifth graders possessed none of the metacognitive skills trained afterwards." The article offers this as prior evidence that young learners need teaching and training before metacognitive skills become domain-general.

"This assumption is confirmed by findings of Schuster et al., ( 2020) who showed that before training of metacognitive skills fifth graders possessed none of the metacognitive skills trained afterwards."

Discussion¶

Related Claims¶

• Theoretical expectation: hybrid metacognitive skill training benefits content knowledge acquisition more in near than in far transfer because far transfer is more cognitively demanding — related
• Metacognitive skills initially develop in separate domains and later become generalized across domains, but the transfer processes remain unknown — related
• Hybrid training improves fifth-graders' application of metacognitive skills in near-transfer tasks compared to non-hybrid and control training — related
• Learners given appropriate materials and prompts can successfully develop, articulate, and elaborate rich epistemic ideals for good models and good sources — related
• Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) — related