Corinna Schuster
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View article: Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation
Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation Open
Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require…
View article: Metacomprehension in Multiple Document Reading
Metacomprehension in Multiple Document Reading Open
Accurately assessing someone’s comprehension is central to learning from multiple documents. This study examines whether judgment accuracy can be increased if readers summarize texts before assessing their own comprehension. We asked 144 a…
View article: Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition Open
Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) s…
View article: An Interactive Layers Model of Self-Regulated Learning and Cognitive Load
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load Open
Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a re…
View article: Transfer of metacognitive skills in self-regulated learning: an experimental training study
Transfer of metacognitive skills in self-regulated learning: an experimental training study Open
Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer …