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. 1985 Sep;13(3):455-66.
doi: 10.1007/BF00912728.

The logical status of metacognitive training

R G Tharp, R Gallimore

The logical status of metacognitive training

R G Tharp et al. J Abnorm Child Psychol. 1985 Sep.

Abstract

It is argued that knowing-how (to perform) is not dependent on knowing-that (knowing propositions about performance). Existing evidence allows any benefits from "metacognitive" training to be attributed to generalization training, not to the announcement of rules. Rules may encourage the subject to learn new tasks, but these tasks must be learned in the contexts of eventual application.

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