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

Vered Halamish; Monika Undorf

doi:10.1027/2151-2604/a000429

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

Vered Halamish, Monika Undorf

University of Mannheim

Research output: Contribution to journal › Comment/debate

5 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 language	English
Pages (from-to)	304-305
Number of pages	2
Journal	Zeitschrift fur Psychologie / Journal of Psychology
Volume	228
Issue number	4
DOIs	https://doi.org/10.1027/2151-2604/a000429
State	Published - 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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10.1027/2151-2604/a000429

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

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