Do Learners Spontaneously Monitor Their Memory? The Gap between Educational-Developmental and Cognitive-Experimental Research

Vered Halamish, Monika Undorf

    Research output: Contribution to journalComment/debate

    4 Scopus citations

    Abstract

    Traditionally, the study of metacognition has taken two divergent paths: the educational-developmental approach and the cognitive-experimental approach (Koriat, 2007). Recent findings call, we believe, for an integration of these paths
    Original languageEnglish
    Pages (from-to)304-305
    Number of pages2
    JournalZeitschrift fur Psychologie / Journal of Psychology
    Volume228
    Issue number4
    DOIs
    StatePublished - Oct 2020

    Bibliographical note

    Funding Information:
    This research was supported by grant No. 350/15 from the Israel Science Foundation to Vered Halamish and by a Margarete von Wrangell fellowship from the state of Baden-Württemberg to Monika Undorf.

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