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Metacognition: Relevance to Instructional Design

Maribeth Cassidy Schmitt and Timothy J. Newby
Journal of Instructional Development
Vol. 9, No. 4 (1986), pp. 29-33
Published by: Springer
Stable URL: http://www.jstor.org/stable/30220831
Page Count: 5
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Metacognition: Relevance to Instructional Design
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Abstract

Research in the field of cognitive psychology has led to evidence that proficient learners or performers have an awareness of their own cognition that manifests itself in strategic control of behavior. These findings are of particular significance to instructional designers because of their promising impact on instructional theories and models. Instruction can be enhanced through the incorporation of metacognitive aspects in the instruction and the resultant effects on the learner should be positive in terms of motivation and overall performance.

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