Abstract
The article compares ontogenetic and cognitive competence approaches to studying psychological development cross-culturally, particularly in relation to the comparison of child and adult performance. Results of a cross-cultural interview study of children's and Aboriginal teacher trainees' metacognitive knowledge of reading and other aspects of school learning are presented. Aboriginal trainees' knowledge about reading is compared with their knowledge about the skills involved in indigenous storytelling. The distinction between novice and expert within the cognitive competence framework is used to explain qualitative differences in the Aboriginal trainees' knowledge about the two types of cognitive skill.
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