| Abstract: | Investigated whether metacognition is a separate factor from cognition by measuring the effects of metacognitive factors in problem solving while attempting to hold relevant cognitive factors constant. 24 2nd–6th graders who were disabled in mathematics were matched to 24 regular students on the basis of both Ss' performance on the same set of 10 mathematics problems and their achievement test scores in mathematics. The 2 groups also did not significantly differ on IQ scores. Results show that the learning disabled Ss were less skilled in 2 forms of metacognition with respect to the set of problems: (a) knowledge about cognition, or in this case knowledge about their problem-solving skills; and (b) regulation of cognition, or in this case the ability to monitor their problem-solving performance. Implications of the results and the adequacy of the matching methodology are discussed. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
