Cuing Attention Through Metacognition During Note-Taking

• In Event: Poster Session 8
  In Poster Session: Goals, Beliefs, Attitudes, and Metacognitive States

Abstract

Data from over 200 qualitative interviews of 36 seventh grade students identified with learning disabilities, supported by quantitative pre- and post-test data administered during a Science class note-taking intervention were analyzed. Results indicate that the intervention facilitated the use of metacognition and executive functions in students; it helped students identify, process, and systematically organize incoming information. A discussion explores how these processes altered students' awareness of their own learning, as well as how they equipped students with new strategies for holding onto and translating information. These findings have implications for how theorists conceptualize the relationship between metacognition and working memory and how teachers use scaffolding to support students with learning disabilities.

Authors

• Gina Anna Forchelli, Temple University

• Sonia M Rosen, Arcadia University

• Joseph Boyle, Temple University