A further test of the general monitoring skill hypothesis.

This study tested the general monitoring skill hypothesis, which states that skilled adult learners monitor their comprehension using domain-general metacognitive knowledge in addition to domain-specific knowledge. College students completed 8 tests of fluid and crystallized ability. The 8 tests yielded 3 performance components, whereas measures of monitoring yielded 2 principal components. These findings supported 2 main conclusions: Monitoring scores are correlated across multiple domains, and individuals may possess separate general monitoring skills for fluid and crystallized tasks. The authors also examined the degree to which modular, information-encapsulation, and domain-general theories of cognition accommodated these findings. Domain-general theories, such as the general monitoring skill hypothesis, provided the best explanation of the data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)