Ewa Czerniawska

Wydział Psychologii Uniwersytetu Warszawskiego


METACOGNITION AND INTELLIGENCE - A REVIEW OF THEORETICAL ISSUES AND STUDY RESULTS


In contemporary educational psychology there is a common consent as to the fact that learning results depend to a great extent on metacognitive knowledge and skills. When they are well developed, students are able to achieve results higher than expected on the basis of intelligence tests, and a low level of metacognitive development may result in under-achievements. On the other hand, data concerning the relations between intellectual abilities and metacognition are more controversial. The main questions are as follows: is there a determined level of intelligence necessary to the development of metacognition? Are intelligence and metacognition correlated? Are high intellectual abilities sufficient for the achievement of high results? What is the relative input of intellectual abilities and metacognition in achievements? The paper presents a review of contemporary theoretical answers to that questions, as well as psychological study results. It is concluded that the problem is still open and needs more attention, especially in respect to the conceptualizations of intelligence and metacognition, resulting in methods chosen to measure them.

Autor: Ewelina Soszyńska
Ostatnia aktualizacja: 23.03.2007, godz. 13:28 - Ewelina Soszyńska