Learners in the matched condition exhibited more meta-cognitive and cognitive activities—monitoring, preparation, and ending discussions—than learners in other conditions¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Matched-condition learners showed more meta-cognitive activity overall and more monitoring specifically than simulation-only and mismatched learners. → B. Slof 2012
Evidence¶
B. Slof 2012¶
B. Slof, G. Erkens, P. A. Kirschner, J. Janssen, J. G. M. Jaspers. (2012). Successfully carrying out complex learning-tasks through guiding teams' qualitative and quantitative reasoning. Instr Sci 40:623–643. https://doi.org/10.1007/s11251-011-9185-2
q3 · i? · causal · r2
Multilevel analysis of chat episodes (addressing non-independence of learner data) found matched learners more often discussed whether they had finished part-tasks on time (monitoring b = 3.96 and b = 4.17, P < 0.05); no effect sizes printed.
"a category effect for meta-cognitive activities was found when comparing learners in the matched condition to learners in both the simulation-only (b = 5.37, P = 0.07) and mismatched conditions ( b = 6.17, P\ 0.05). Learners in the matched condition exhibited more meta-cognitive activities than learners in both other conditions."
Discussion¶
Related Claims¶
- Teams in the matched condition had more elaborate discussions of the domain than teams in the mismatched condition, especially about relations and mathematical relationships — related
- No significant performance difference was found between the causal-only and simulation-only conditions, nor between the mismatched and partly matched conditions — related
- Teams with part-task congruent tools adjusted their representations across phases—broad causal representations first, then more selective algebraic specification—unlike single-tool teams — related
- Teams receiving part-task congruent representational tools (causal then simulation) outperformed teams with partly matched or mismatched tools on a complex business-economics learning task — related
- Strategy Instruction Improves Academic Performance — a broader claim this one bears on
- Effects of monitoring tools are highest when tools address both learning content and learning behavior and stimulate metacognitive monitoring — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
matched-condition-more-metacognitive-activities |
title |
Learners in the matched condition exhibited more meta-cognitive and cognitive activities—monitoring, preparation, and ending discussions—than learners in other conditions |
description |
Learners in the matched condition exhibited more meta-cognitive and cognitive activities—monitoring, preparation, and ending discussions—than learners in other conditions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — b-slof-2012 |
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