Abstract
This paper focuses on the transformation of general metacognitive skills of novices into domain-specific regulatory procedures of experts, and the relation of those skills to intelligence. Research has shown that the general metacognitive skills of novices, although partly correlated to intelligence, additionally contribute to learning outcome on top of intelligence. The metacognitive skills of experts appear to be domainspecific and unrelated to intelligence. Two experiments were conducted. The objective of the first experiment was to confirm and generalize these earlier results concerning the relation of intellectual ability, metacognitive skillfulness and learning of novices vs. advanced subjects. The objective of the second experiment was to investigate this relation under different conditions of task complexity. It was hypothesized that advanced subjects would regress to more novice-like behavior under very complex learning conditions (i.e., general metacognitive skills and intelligence would re-appear as combined predictors of learning outcome). On the other hand, low intelligent novices, irrespective of their metacognitive skillfulnes, were expected to fail on very complex problems. Results partly confirmed these hypotheses. Implications for the conditions under which metacognitive experiences should be implemented, are being discussed.
Published Version
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