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
Bibliographical noteFunding 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.