Abstract
The main argument of this chapter is that metacognition is an important part of human abilities, which are in turn forms of developing expertise. To the extent that our goal is to understand the bases of individual differences in student academic success, we need to understand metacognition as representing part of the abilities that lead to student expertise, but only as part.
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Sternberg, R.J. (2001). Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?. In: Hartman, H.J. (eds) Metacognition in Learning and Instruction. Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_12
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DOI: https://doi.org/10.1007/978-94-017-2243-8_12
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