The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory

Frans Prins, Marcel Veenman, Jan Elshout

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    Abstract

    Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity theory (Elshout, 1987). Novice and advanced learners (N = 44) passed through a computer-simulated inductive-learning environment of different complexity levels. Results show that correlational patterns between intellectual ability, metacognitive skilfulness, and learning outcomes of novice learners at the easy level were similar to the patterns of advanced learners at the intermediate level. Metacognitive skilfulness rather than intellectual ability appears essential for learning when learners operate at the boundary of their knowledge.
    Original languageEnglish
    Pages (from-to)374-387
    Number of pages14
    JournalLearning and Instruction
    Volume16
    Issue number4
    DOIs
    Publication statusPublished - Aug 2006

    Keywords

    • intellectual ability
    • metacognitive skills
    • learning

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