The influence of conceptual (mis)match on collaborative referring in dialogue

When two dialogue partners need to refer to something, they jointly negotiate which referring expression should be used. If needed, the chosen referring expression is then reused throughout the interaction, which potentially has a direct, positive impact on subsequent communication. The purpose of this study was to determine if the way in which the partners view, or conceptualise, the referent under discussion, affects referring expression negotiation and subsequent communication. A matching task was preceded by an individual task during which participants were required to describe their conceptualisations of abstract tangram pictures. The results revealed that participants found it more difficult to converge on single referring expression during the matching task when they initially held different conceptualisations of the pictures. This had a negative impact on the remainder of the task. These findings are discussed in light of the shared versus mutual knowledge distinction, highlighting how the former directly contributes to the formation of the latter

Learning from learning logs: A case study of metacognition in the primary school classroom

Structured thinking activities (STAs) are pedagogical tools used to support metacognition in classrooms. Despite their popularity, little is known about how pupils use STAs as platforms to think about and manage their own thinking (i.e. as metacognitive tools). This case study investigated pupils’ use of STAs in relation to metacognition throughout a school year. We focus on two 8‐year‐old pupils, Amy and Laura, as they completed two specific STAs through weekly class meets and termly achievement logs. Data were triangulated through participant observation, qualitative interviews and analysis of written texts. We found clear differences between Laura's and Amy's written STAs, however observation and interviews revealed that engagement with STAs was similar beyond that suggested by the written evidence alone. Whereas Amy used easily spelt ‘stock’ responses, Laura used ‘bare minimum’ responses to meet teacher expectations. As such, neither Amy nor Laura used STAs as metacognitive tools, however in negotiating STAs, both exhibited strategic regulatory skills indicative of metacognition. Whilst our findings highlight that pupils may still be developing explicit metacognitive knowledge necessary to take full advantage of STAs, we highlight the clear value of persistent approaches to using STAs as tools to support developing metacognition, particularly in association with teacher–pupil interactions

Lerntagebücher als Medium selbstgesteuerten Lernens

Berthold K, Nückles M, Renkl A. Lerntagebücher als Medium selbstgesteuerten Lernens. Presented at the 44th meeting of the German Association of Psychology, Göttingen, Germany

Lernprotokolle schreiben und veröffentlichen: Eine Maßnahme zur Förderung intentionalen Lernens in (teil-)virtuellen Lerngemeinschaften

Nückles M, Berthold K, Gurlitt J, Renkl A. Lernprotokolle schreiben und veröffentlichen: Eine Maßnahme zur Förderung intentionalen Lernens in (teil-)virtuellen Lerngemeinschaften. Presented at the 9th Symposium Educational Psychology, Bielefeld, Germany

Fostering self-guided learning by writing learning diaries

Nückles M, Berthold K, Gurlitt J, Renkl A. Fostering self-guided learning by writing learning diaries. Presented at the 10th European Conference for Research on Learning and Instruction, Padua, Italy

Digital journal writing: Cognitive, but not metacognitive prompts enhance comprehension and transfer

Kubik V, Hefter MH, Nückles M, Berthold K. Digital journal writing: Cognitive, but not metacognitive prompts enhance comprehension and transfer. Presented at the 20th Biennial Conference of the European Association for Learning and Instruction (EARLI), Thessaloniki, Greece

Learning protocols in a digital lecture: Cognitive, but not metacognitive prompts enhance comprehension and transfer

Kubik V, Hefter MH, Nückles M, Berthold K. Learning protocols in a digital lecture: Cognitive, but not metacognitive prompts enhance comprehension and transfer. Presented at the 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Germany

Computergestütztes Schreiben von Lernprotokollen – Umsetzung und Evaluierung eines kognitiven Werkzeugs zur Förderung selbstgesteuerten Lernens

Schwonke R, Nückles M, Hauser S, Berthold K, Renkl A. Computergestütztes Schreiben von Lernprotokollen – Umsetzung und Evaluierung eines kognitiven Werkzeugs zur Förderung selbstgesteuerten Lernens. Zeitschrift für Medienpsychologie. 2005;17:42-53