Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults-Reference-Cited by-同舟云学术

Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults

Published:2023-09-25 Issue: Volume: Page:1-19
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Tibken Catharina¹²^ORCID,Richter Tobias¹²^ORCID,Wannagat Wienke³^ORCID

Affiliation:

1. Department of Psychology IV, University of Würzburg, Würzburg, Germany

2. Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany

3. Department of Psychology (Developmental Psychology), University of Würzburg, Würzburg, Germany

Funder

Faculty of Human Sciences of the University of Würzburg

Institute for Psychology of the University of Würzburg

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2023.2261572

Reference70 articles.

1. Working memory across the lifespan: A cross-sectional approach

2. Comprehension Monitoring: Identifying and Coping with Text Confusions

3. Metacognition, comprehension monitoring, and the adult reader

4. Effects of Reading Habits, Reading Comprehension, and Memory Beliefs on Older Adults' Knowledge About Medicare

5. Bundesministerium für Bildung und Forschung. (2023 January 17). Anteil der Studienberechtigten an der altersspezifischen Bevölkerung (Studienberechtigtenquote) nach Art der Hochschulreife [Proportion of persons with higher education entrance qualification in the age-specific population (rate of persons with higher education entrance qualification) by type of higher education entrance qualification]. https://www.datenportal.bmbf.de/portal/de/Tabelle-2.5.85.html

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