Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders

Annemie Desoete

Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders

Öz

After an introduction on ‘second order skills ‘(metacognition, Executive Functions or EF, self-regulation and

Effortfull Control or EC) and on specific learning disorders (dyslexia/dyscalculia), we focus on the ‘nexus’

between both constructs in five studies. In study 1 we compared prediction and evaluation skills in children

with and without learning disabilities. In addition we revealed that children with procedural dyscalculia had

poor prediction and evaluation skills (study 2) and that persons with dyslexia and dyscalculia had below

average working memory and planning skills (cold EF – study 3) with children with dyslexia also having

problems with inhibition (hot EF – study 4). When analyzing metacognition in adolescents study 5

demonstrated that poor spellers are also were poor in detecting spelling mistakes. Moreover study 6

demonstrated that high functioning adolescents with dyslexia show a lot of similarities on hot and cold EF

with peers without dyslexia. Finally study 7 demonstrated that metacognition can be trained in the case of a

‘production deficiency’ with an informed, prolonged and embedded training and that metacognition can be

considered from a Universal Design for Leaning (UDL) perspective as ‘tool’ taking into account the different

Process Communication Model (PCM) personality types (Kahler, 2008; Pauley & Pauley, 2012).

Anahtar Kelimeler

Metacognition,Executive functions,Efforfull control,Learning Disabilities

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

-

Yazarlar

Annemie Desoete Bu kişi benim

Yayımlanma Tarihi

1 Ocak 2015

Gönderilme Tarihi

7 Haziran 2017

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2015 Cilt: 32 Sayı: 1

IZ

https://izlik.org/JA26PF59EH

Kaynak Göster

RIS / Bibtex

APA

Desoete, A. (2015). Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders. Bogazici University Journal of Education, 32(1), 16-33. https://izlik.org/JA26PF59EH

AMA

1.Desoete A. Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders. BUJE. 2015;32(1):16-33. https://izlik.org/JA26PF59EH

Chicago

Desoete, Annemie. 2015. “Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders”. Bogazici University Journal of Education 32 (1): 16-33. https://izlik.org/JA26PF59EH.

EndNote

Desoete A (01 Ocak 2015) Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders. Bogazici University Journal of Education 32 1 16–33.

IEEE

[1]A. Desoete, “Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders”, BUJE, c. 32, sy 1, ss. 16–33, Oca. 2015, [çevrimiçi]. Erişim adresi: https://izlik.org/JA26PF59EH

ISNAD

Desoete, Annemie. “Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders”. Bogazici University Journal of Education 32/1 (01 Ocak 2015): 16-33. https://izlik.org/JA26PF59EH.

JAMA

1.Desoete A. Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders. BUJE. 2015;32:16–33.

MLA

Desoete, Annemie. “Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders”. Bogazici University Journal of Education, c. 32, sy 1, Ocak 2015, ss. 16-33, https://izlik.org/JA26PF59EH.

Vancouver

1.Annemie Desoete. Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders. BUJE [Internet]. 01 Ocak 2015;32(1):16-33. Erişim adresi: https://izlik.org/JA26PF59EH