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Psihologijske teme, Vol. 23 No. 1, 2014.


Datum izdavanja: travnja 2014.

Objavljen na Hrčku: 30. 4. 2014.
Sadržaj Puni tekst
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (str.1-30) engleskipdf 201 KB
Anastasia Efklides
Pregledni rad
 
High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs (str.31-52) engleskipdf 308 KB
Stephanie Pieschl, Freia Stallmann, Rainer Bromme
Izvorni znanstveni članak
 
Examining Change in Metacognitive Knowledge and Metacognitive Control During Motor Learning: What Can be Learned by Combining Methodological Approaches? (str.53-76) engleskipdf 218 KB
Claire Sangster Jokić, David Whitebread
Izvorni znanstveni članak
 
Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension (str.77-98) engleskipdf 225 KB
Svjetlana Kolić-Vehovec, Barbara Rončević Zubković, Rosanda Pahljina-Reinić
Izvorni znanstveni članak
 
Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions (str.99-113) engleskipdf 233 KB
Marcel V.J. Veenman, Rob D. Hesselink, Shannon Sleeuwaegen, Sophie I.E. Liem, Marieke G.P. Van Haaren
Izvorni znanstveni članak
 
Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment (str.115-141) engleskipdf 507 KB
Zrinka Ristić Dedić
Izvorni znanstveni članak
 
Metacognitive Judgments and Syllogistic Reasoning (str.143-166) engleskipdf 196 KB
Igor Bajšanski, Maja Močibob, Pavle Valerjev
Izvorni znanstveni članak
 
Neuroimaging Evidence of Comprehension Monitoring (str.167-187) engleskipdf 136 KB
Linda Baker, Alisa Zeliger-Kandasamy, Laura U. DeWyngaert
Pregledni rad
 
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