Claims

Metacognitive activity scores were neither associated with verbal ability nor with Internet experience

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · 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? Metacognitive activity scores showed no association with verbal ability or Internet experience. → Burin 2020

Evidence

Burin 2020

Burin, Debora Ines; Gonzalez, Federico Martin; Barreyro, Juan Pablo; Injoque Ricle, Irene. (2020). Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09226-8

q3 · i? · associational · r2

Analysis of the metacognitive inventory scores of the 219 college students against verbal ability and working memory tests administered in a lab session and an Internet frequency use questionnaire. The article reports no association; equivalence was not tested and no effect size is printed.

"Metacognitive activity scores were neither associated with verbal ability nor Internet experience."

Discussion

Page metadata
Field Value
type claim
id metacognitive-scores-unrelated-verbal-ability-internet-experience
title Metacognitive activity scores were neither associated with verbal ability nor with Internet experience
description Metacognitive activity scores were neither associated with verbal ability nor with Internet experience
status review
evidence_strength moderate
newest_evidence 2020
generated by process:wiki-ingest on 2026-10-19
trust unverified — no one has confirmed this page's content
sources 1 — burin-2020

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