The VisA instrument and think-aloud measure converge moderately and each contributes unique predictive variance for word problem solving¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: tool and model accuracy changes quickly
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.
q2 i? The two on-line measures showed a modest significant correlation, and a commonality analysis showed shared variance of 13 percent plus unique contributions of 11 percent (TA) and 21 percent (VisA). → Jacobse 2012
Evidence¶
Jacobse 2012¶
Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning. https://doi.org/10.1007/s11409-012-9088-x
q2 · i? · associational · r1
Regression commonality analysis in the grade 5 sample (n=39): "both TA and VisA explained some unique variance in the word problem solving test (11 and 21 % respectively), and besides this they communally explained 13 percent of the variance in word problem solving." No standardized effect size is printed for the overlap itself.
"both TA and VisA explained some unique variance in the word problem solving test (11 and 21 % respectively), and besides this they communally explained 13 percent of the variance in word problem solving."
Discussion¶
Related Claims¶
- The VisA instrument predicts word problem solving performance in grade 5, explaining 23 percent of variance
- The think-aloud measure predicts word problem solving performance, explaining 33 percent of variance — related
- A general self-report metacognition questionnaire shows no relationship with word problem solving performance and no convergence with on-line metacognitive measures in grade 5 — related
- Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving — related
- Controlling statistically for flexibility renders the training effect on word problem solving non-significant, suggesting flexibility explains the gains — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
visa-think-aloud-moderate-overlap-unique-variance |
title |
The VisA instrument and think-aloud measure converge moderately and each contributes unique predictive variance for word problem solving |
description |
The VisA instrument and think-aloud measure converge moderately and each contributes unique predictive variance for word problem solving |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
recheck_by |
2015 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jacobse-2012 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.