metacognitive skill

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Finally, with respect to the involvement of metacognitive skills, our study did not include direct measures of metacognitive abilities.
Together, these findings contribute to the notion that homonym interpretation involves constraints on word learning that involve reliance on context and essential metacognitive skills.
It may be that these children are less aware of the conflict in their relationships with others, perhaps because of deficient metacognitive skills.
To do this, students need to develop metacognitive skills.
Teachers who demonstrate methodical learning in their lessons and who promote discussion of more general metacognitive skills may facilitate this process.
Also, not all aspects of homonym interpretation involve metacognitive skills.
First, children's private speech provides an effective window through which teachers can observe young children's thought processes, emotions, motivational processes, problem-solving strategies, and their emerging metacognitive skills.
Mazzoni thought the data convincingly demonstrate metacognitive skills in animals.
Second, there needs to be a curriculum which develops a wide variety of metacognitive skills such as experimentation, improvisation, assimilation with the real world, and which fosters motivation.
Research is also needed to establish whether, for students with less-developed metacognitive skills, it might be more effective to begin by specifically training metacognitive skills, before training lexical retrieval skills.
Reflective journals help students develop metacognitive skills by having them think about their understanding.
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