Research Article
Abstract
References
- Agostino, A., Johnson, J., & Pascual-Leone, J. (2010). Executive functions underlying multiplicative reasoning: Problem type matters. Journal of Experimental Child Psychology, 105(4), 286-305. doi: https://doi.org/10.1016/j.jecp.2009.09.006 Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? Metacognition and Learning, 3(1), 39-58. doi: 10.1007/s11409-007-9009-6 Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336. doi: https://doi.org/10.1016/j.lindif.2011.01.007 Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PloS one, 9(11), e112393. Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663. doi: doi:10.1111/j.1467-8624.2007.01019.x Bodrova, E., & Leong, D. J. (2001). Tools of the Mind: A Case Study of Implementing the Vygotskian Approach in American Early Childhood and Primary Classrooms. Innodata Monographs 7. Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337-349. doi: https://doi.org/10.1016/j.ecresq.2009.06.001 Bryce, D., Whitebread, D., & Szűcs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. Metacognition and Learning, 10(2), 181-198. doi: 10.1007/s11409-014-9120-4 Bull, R., & Lee, K. (2014). Executive Functioning and Mathematics Achievement. Child Development Perspectives, 8(1), 36-41. doi: doi:10.1111/cdep.12059 Bull, R., & Scerif, G. (2001). Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory. Developmental Neuropsychology, 19(3), 273-293. doi: 10.1207/S15326942DN1903_3 Charters, E. (2003). The use of think-aloud methods in qualitative research an introduction to think-aloud methods. Brock Education Journal, 12(2). Clements, D. H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79-90. doi: https://doi.org/10.1016/j.ecresq.2015.12.009 Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63-68. doi: https://doi.org/10.1016/j.tine.2013.12.001 Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335-341. doi: 10.1177/0963721412453722 Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135-168. doi: 10.1146/annurev-psych-113011-143750 Diamond, A. (2014). Executive functions: Insights into ways to help more children thrive. Zero to three, 35(2), 9-17. Diamond, A., & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959-964. doi: 10.1126/science.1204529 Dias, N. M., & Seabra, A. G. (2017). Intervention for executive functions development in early elementary school children: effects on learning and behaviour, and follow-up maintenance. Educational Psychology, 37(4), 468-486. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Brooks-Gunn, J. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428. Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males. Educational Psychology, 33(7), 773-796. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: MIT press Cambridge, MA. Fox, M. C., Ericsson, K. A., & Best, R. (2011). Do procedures for verbal reporting of thinking have to be reactive? A meta-analysis and recommendations for best reporting methods. Psychological Bulletin, 137(2), 316-344. doi: 10.1037/a0021663 Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698-1709. doi: 10.1037/a0036633 García Fernández, T., Betts, L., González Castro, M. P., González García, J. A., & Rodríguez Pérez, C. (2016). On-line assessment of the process involved in maths problem-solving in fifth and sixth grade students: Self-regulation and achievement= Evaluación on-line del proceso de resolución de problemas matemáticos en estudiantes de quinto y sexto curso: Auto-regulación y logro. Revista Latinoamericana de Investigación en Matemática Educativa. Garner, J. K. (2009). Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology, 143(4), 405-426. Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134(1), 31. Gidalevich, S., & Kramarski, B. (2017). GUIDANCE FOR METACOGNITIVE JUDGMENTS: A THINKING-ALOUD ANALYSIS IN MATH PROBLEM SOLVING. Hellenic Journal of Psychology, 14, 83-113. Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in cognitive sciences, 16(3), 174-180. Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52. Iseman, J. S., & Naglieri, J. A. (2011). A Cognitive Strategy Instruction to Improve Math Calculation for Children With ADHD and LD: A Randomized Controlled Study. Journal of Learning Disabilities, 44(2), 184-195. doi: 10.1177/0022219410391190 Jacob, R., & Parkinson, J. (2015). The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement:A Review. Review of Educational Research, 85(4), 512-552. doi: 10.3102/0034654314561338 Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7(2), 133-149. doi: 10.1007/s11409-012-9088-x Jurado, M. B., & Rosselli, M. (2007). The Elusive Nature of Executive Functions: A Review of our Current Understanding. Neuropsychology Review, 17(3), 213-233. doi: 10.1007/s11065-007-9040-z Kotsopoulos, D., & Lee, J. (2012). A naturalistic study of executive function and mathematical problem-solving. The Journal of Mathematical Behavior, 31(2), 196-208. Latzman, R. D., Elkovitch, N., Young, J., & Clark, L. A. (2010). The contribution of executive functioning to academic achievement among male adolescents. Journal of Clinical and Experimental Neuropsychology, 32(5), 455-462. doi: 10.1080/13803390903164363 Meltzer, L. (2010). Promoting executive function in the classroom: Guilford Press. Meltzer, L., Pollica, L., Barzillai, M., & Meltzer, L. (2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. Executive function in education: From theory to practice, 165-193. Miyake, A., & Friedman, N. P. (2012). The Nature and Organization of Individual Differences in Executive Functions:Four General Conclusions. Current Directions in Psychological Science, 21(1), 8-14. doi: 10.1177/0963721411429458 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41(1), 49-100. doi: https://doi.org/10.1006/cogp.1999.0734 Montague, M., Enders, C., & Dietz, S. (2011). Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities. Learning Disability Quarterly, 34(4), 262-272. doi: 10.1177/0731948711421762 Ostad, S. A., & Sorensen, P. M. (2007). Private Speech and Strategy-Use Patterns:Bidirectional Comparisons of Children With and Without Mathematical Difficulties in a Developmental Perspective. Journal of Learning Disabilities, 40(1), 2-14. doi: 10.1177/00222194070400010101 Otero, T. M., Barker, L. A., & Naglieri, J. A. (2014). Executive Function Treatment and Intervention in Schools. Applied Neuropsychology: Child, 3(3), 205-214. doi: 10.1080/21622965.2014.897903 Özcan, Z. Ç., Imamoglu, Y., & Katmer Bayrakli, V. (2017). Analysis of Sixth Grade Students' Think-Aloud Processes While Solving a Non-Routine Mathematical Problem. Educational Sciences: Theory and Practice, 17(1), 129-144. Özsoy, G., Kuruyer, H. G., & Çakıroğlu, A. (2017). Evaluation of students’ mathematical problem solving skills in relation to their reading levels. International Electronic Journal of Elementary Education, 8(1), 113-132. Polya, G. (2004). How to solve it: A new aspect of mathematical method: Princeton university press. Roebers, C. M., & Feurer, E. (2016). Linking Executive Functions and Procedural Metacognition. Child Development Perspectives, 10(1), 39-44. doi: doi:10.1111/cdep.12159 Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive Strategy Use of Eighth-Grade Students With and Without Learning Disabilities During Mathematical Problem Solving:A Think-Aloud Analysis. Journal of Learning Disabilities, 44(6), 508-520. doi: 10.1177/0022219410378445 Serpell, Z. N., & Esposito, A. G. (2016). Development of Executive Functions:Implications for Educational Policy and Practice. Policy Insights from the Behavioral and Brain Sciences, 3(2), 203-210. doi: 10.1177/2372732216654718 Smith, P. L., & Wedman, J. F. (1988). Read-Think-Aloud Protocols: A New Data-Source for Formative Evaluation. Performance Improvement Quarterly, 1(2), 13-22. doi: doi:10.1111/j.1937-8327.1988.tb00011.x Vandevelde, S., Van Keer, H., Schellings, G., & Van Hout-Wolters, B. (2015). Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning. Learning and Individual Differences, 43, 11-30. Veenman, M. V. (2011). Alternative assessment of strategy use with self-report instruments: a discussion. Metacognition and Learning, 6(2), 205-211. Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report instruments: a discussion. Metacognition and Learning, 6(2), 205-211. doi: 10.1007/s11409-011-9080-x Viterbori, P., Traverso, L., & Usai, M. C. (2017). The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders. Journal of Cognition and Development, 18(5), 595-616. doi: 10.1080/15248372.2017.1392307 Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102(1), 43. Young, A. E., & Worrell, F. C. (2018). Comparing Metacognition Assessments of Mathematics in Academically Talented Students. Gifted Child Quarterly, 62(3), 259-275. doi: 10.1177/0016986218755915 Zelazo, P. D., & Frye, D. (1998). Cognitive complexity and control: II. The development of executive function in childhood. Current Directions in Psychological Science, 7(4), 121-126. Zelazo, P. D., & Müller, U. (2002). Executive function in typical and atypical development. Blackwell handbook of childhood cognitive development, 445-469. Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166-183. doi: 10.3102/0002831207312909
FORMATIVE ASSESSMENT USING THE “THINK ALOUD” METHOD FOR THE DEVELOPMENT OF EXECUTIVE FUNCTIONS AND MATHEMATICAL PROBLEM-SOLVING ABILITY
Abstract
Executive functions are
a group of higher cognitive abilities that allow individuals to program,
control, and direct their behavior and thought towards a goal. The construct of
executive functions conceptually resembles to of metacognition and
self-regulation, as the three terms describe the ability to monitor and control
behavior. Several studies have shown that executive functions are strongly related
to mathematical skills and the mathematical problem-solving ability, yet only a
few educational interventions have been designed and implemented to improve
executive functions through the process of solving mathematical problems. This
study aims at investigating the contribution of the "think aloud"
method to improvement executive functions by solving mathematical problems. For
this purpose, an intervention program was designed and implemented. This
program was based on two important educational approaches, the teaching of
cognitive strategies through personalized intervention and the "think
aloud" method. Seventy two school-aged students participated in this study;
thirty six of them received the intervention program which lasted for 12 weeks.
The results demonstrated that students improved their ability to solve
mathematical problems showing that the "think aloud" method can be an
important educational tool for the development of students’ metacognitive
awareness and self-regulation of learning. Nevertheless, although their
executive functions did not appear to improve through this program, it was
shown that students developed their ability to use them more effectively when
carrying out cognitive work.
Keywords
Executive functions school-based intervention mathematical problem-solving “think-aloud” method
References
- Agostino, A., Johnson, J., & Pascual-Leone, J. (2010). Executive functions underlying multiplicative reasoning: Problem type matters. Journal of Experimental Child Psychology, 105(4), 286-305. doi: https://doi.org/10.1016/j.jecp.2009.09.006 Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? Metacognition and Learning, 3(1), 39-58. doi: 10.1007/s11409-007-9009-6 Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336. doi: https://doi.org/10.1016/j.lindif.2011.01.007 Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PloS one, 9(11), e112393. Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663. doi: doi:10.1111/j.1467-8624.2007.01019.x Bodrova, E., & Leong, D. J. (2001). Tools of the Mind: A Case Study of Implementing the Vygotskian Approach in American Early Childhood and Primary Classrooms. Innodata Monographs 7. Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337-349. doi: https://doi.org/10.1016/j.ecresq.2009.06.001 Bryce, D., Whitebread, D., & Szűcs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. Metacognition and Learning, 10(2), 181-198. doi: 10.1007/s11409-014-9120-4 Bull, R., & Lee, K. (2014). Executive Functioning and Mathematics Achievement. Child Development Perspectives, 8(1), 36-41. doi: doi:10.1111/cdep.12059 Bull, R., & Scerif, G. (2001). Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory. Developmental Neuropsychology, 19(3), 273-293. doi: 10.1207/S15326942DN1903_3 Charters, E. (2003). The use of think-aloud methods in qualitative research an introduction to think-aloud methods. Brock Education Journal, 12(2). Clements, D. H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79-90. doi: https://doi.org/10.1016/j.ecresq.2015.12.009 Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63-68. doi: https://doi.org/10.1016/j.tine.2013.12.001 Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335-341. doi: 10.1177/0963721412453722 Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135-168. doi: 10.1146/annurev-psych-113011-143750 Diamond, A. (2014). Executive functions: Insights into ways to help more children thrive. Zero to three, 35(2), 9-17. Diamond, A., & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959-964. doi: 10.1126/science.1204529 Dias, N. M., & Seabra, A. G. (2017). Intervention for executive functions development in early elementary school children: effects on learning and behaviour, and follow-up maintenance. Educational Psychology, 37(4), 468-486. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Brooks-Gunn, J. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428. Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males. Educational Psychology, 33(7), 773-796. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: MIT press Cambridge, MA. Fox, M. C., Ericsson, K. A., & Best, R. (2011). Do procedures for verbal reporting of thinking have to be reactive? A meta-analysis and recommendations for best reporting methods. Psychological Bulletin, 137(2), 316-344. doi: 10.1037/a0021663 Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698-1709. doi: 10.1037/a0036633 García Fernández, T., Betts, L., González Castro, M. P., González García, J. A., & Rodríguez Pérez, C. (2016). On-line assessment of the process involved in maths problem-solving in fifth and sixth grade students: Self-regulation and achievement= Evaluación on-line del proceso de resolución de problemas matemáticos en estudiantes de quinto y sexto curso: Auto-regulación y logro. Revista Latinoamericana de Investigación en Matemática Educativa. Garner, J. K. (2009). Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology, 143(4), 405-426. Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134(1), 31. Gidalevich, S., & Kramarski, B. (2017). GUIDANCE FOR METACOGNITIVE JUDGMENTS: A THINKING-ALOUD ANALYSIS IN MATH PROBLEM SOLVING. Hellenic Journal of Psychology, 14, 83-113. Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in cognitive sciences, 16(3), 174-180. Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52. Iseman, J. S., & Naglieri, J. A. (2011). A Cognitive Strategy Instruction to Improve Math Calculation for Children With ADHD and LD: A Randomized Controlled Study. Journal of Learning Disabilities, 44(2), 184-195. doi: 10.1177/0022219410391190 Jacob, R., & Parkinson, J. (2015). The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement:A Review. Review of Educational Research, 85(4), 512-552. doi: 10.3102/0034654314561338 Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7(2), 133-149. doi: 10.1007/s11409-012-9088-x Jurado, M. B., & Rosselli, M. (2007). The Elusive Nature of Executive Functions: A Review of our Current Understanding. Neuropsychology Review, 17(3), 213-233. doi: 10.1007/s11065-007-9040-z Kotsopoulos, D., & Lee, J. (2012). A naturalistic study of executive function and mathematical problem-solving. The Journal of Mathematical Behavior, 31(2), 196-208. Latzman, R. D., Elkovitch, N., Young, J., & Clark, L. A. (2010). The contribution of executive functioning to academic achievement among male adolescents. Journal of Clinical and Experimental Neuropsychology, 32(5), 455-462. doi: 10.1080/13803390903164363 Meltzer, L. (2010). Promoting executive function in the classroom: Guilford Press. Meltzer, L., Pollica, L., Barzillai, M., & Meltzer, L. (2007). Executive function in the classroom: Embedding strategy instruction into daily teaching practices. Executive function in education: From theory to practice, 165-193. Miyake, A., & Friedman, N. P. (2012). The Nature and Organization of Individual Differences in Executive Functions:Four General Conclusions. Current Directions in Psychological Science, 21(1), 8-14. doi: 10.1177/0963721411429458 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41(1), 49-100. doi: https://doi.org/10.1006/cogp.1999.0734 Montague, M., Enders, C., & Dietz, S. (2011). Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities. Learning Disability Quarterly, 34(4), 262-272. doi: 10.1177/0731948711421762 Ostad, S. A., & Sorensen, P. M. (2007). Private Speech and Strategy-Use Patterns:Bidirectional Comparisons of Children With and Without Mathematical Difficulties in a Developmental Perspective. Journal of Learning Disabilities, 40(1), 2-14. doi: 10.1177/00222194070400010101 Otero, T. M., Barker, L. A., & Naglieri, J. A. (2014). Executive Function Treatment and Intervention in Schools. Applied Neuropsychology: Child, 3(3), 205-214. doi: 10.1080/21622965.2014.897903 Özcan, Z. Ç., Imamoglu, Y., & Katmer Bayrakli, V. (2017). Analysis of Sixth Grade Students' Think-Aloud Processes While Solving a Non-Routine Mathematical Problem. Educational Sciences: Theory and Practice, 17(1), 129-144. Özsoy, G., Kuruyer, H. G., & Çakıroğlu, A. (2017). Evaluation of students’ mathematical problem solving skills in relation to their reading levels. International Electronic Journal of Elementary Education, 8(1), 113-132. Polya, G. (2004). How to solve it: A new aspect of mathematical method: Princeton university press. Roebers, C. M., & Feurer, E. (2016). Linking Executive Functions and Procedural Metacognition. Child Development Perspectives, 10(1), 39-44. doi: doi:10.1111/cdep.12159 Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive Strategy Use of Eighth-Grade Students With and Without Learning Disabilities During Mathematical Problem Solving:A Think-Aloud Analysis. Journal of Learning Disabilities, 44(6), 508-520. doi: 10.1177/0022219410378445 Serpell, Z. N., & Esposito, A. G. (2016). Development of Executive Functions:Implications for Educational Policy and Practice. Policy Insights from the Behavioral and Brain Sciences, 3(2), 203-210. doi: 10.1177/2372732216654718 Smith, P. L., & Wedman, J. F. (1988). Read-Think-Aloud Protocols: A New Data-Source for Formative Evaluation. Performance Improvement Quarterly, 1(2), 13-22. doi: doi:10.1111/j.1937-8327.1988.tb00011.x Vandevelde, S., Van Keer, H., Schellings, G., & Van Hout-Wolters, B. (2015). Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning. Learning and Individual Differences, 43, 11-30. Veenman, M. V. (2011). Alternative assessment of strategy use with self-report instruments: a discussion. Metacognition and Learning, 6(2), 205-211. Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report instruments: a discussion. Metacognition and Learning, 6(2), 205-211. doi: 10.1007/s11409-011-9080-x Viterbori, P., Traverso, L., & Usai, M. C. (2017). The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders. Journal of Cognition and Development, 18(5), 595-616. doi: 10.1080/15248372.2017.1392307 Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102(1), 43. Young, A. E., & Worrell, F. C. (2018). Comparing Metacognition Assessments of Mathematics in Academically Talented Students. Gifted Child Quarterly, 62(3), 259-275. doi: 10.1177/0016986218755915 Zelazo, P. D., & Frye, D. (1998). Cognitive complexity and control: II. The development of executive function in childhood. Current Directions in Psychological Science, 7(4), 121-126. Zelazo, P. D., & Müller, U. (2002). Executive function in typical and atypical development. Blackwell handbook of childhood cognitive development, 445-469. Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166-183. doi: 10.3102/0002831207312909
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Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | December 28, 2018 |
| Submission Date | November 3, 2018 |
| Published in Issue | Year 2018 Volume: 4 Issue: 12 |
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