Prompting metacognitive strategies before cognitive strategies improves strategy quality and conceptual knowledge¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2020 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In two experiments by Roelle et al. (2017), tenth-graders prompted to engage in metacognitive processes before organization and elaboration outperformed the cognitive-first group on quality of organization and metacognitive processes and on a conceptual knowledge test. → Nückles 2020

Evidence¶

Nückles 2020¶

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09541-1

q3 · i? · review · r2

Two experiments with tenth-graders (social pressure content) manipulating prompt sequence: cognitive-first versus metacognitive-first. "the learners in the metacognitive-first group outperformed their counterparts" on process quality and conceptual knowledge.

"In both experiments, the learners in the metacognitive-first group outperformed their counterparts regarding the quality of the executed organization and metacognitive processes as well as in a conceptual knowledge test"

Discussion¶

Related Claims¶

• Metacognitive prompts improve learning — the general claim this finding bears on, with the studies behind it
• Combining cognitive and metacognitive prompts optimizes germane processing; metacognitive prompts alone help only when remedial planning is prompted and remediation is possible — related
• Writing tasks with metacognitive prompts yield larger learning effects than writing tasks without such prompts (d = 0.44 vs. 0.26) — related
• Strategy prompts strongly increase learners' use of the prompted strategies, and the effect on comprehension is mediated by strategy use — related