Metacognitive skills initially develop in separate domains and later become generalized across domains, but the transfer processes remain unknown¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Metacognitive skills initially develop in separate domains and later become generalized across domains, but future research must determine the processes responsible for this transfer along the developmental trajectory. → Roger Azevedo 2020

Evidence¶

Roger Azevedo 2020¶

Roger Azevedo. (2020). Reflections on the field of metacognition: issues, challenges, and opportunities. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09231-x

q1 · i? · theoretical · r2

The editorial reports, citing Veenman and Spaans (2005), that metacognitive skills appear to develop first in separate domains and later generalize across domains. The author frames this with hedging ("it seems") and identifies the responsible transfer processes as an open research question. Second-hand attribution, not a new study.

"Also, it seems that metacognitive skills initially develop in separate domains, and later become generalized across domains (Veenman and Spaans 2005)."

Discussion¶

Related Claims¶

• Whether metacognition is domain-general or domain-specific remains a major unresolved issue with implications for instruction and transfer — a broader claim this one bears on
• 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 — related