Compétence cognitive, capacités d'apprentissage, et métacognition

Sophie Parent, Serge Larivée, Thérèse Bouffard‐Bouchard
Published Online:
27 Sep 2007
Volume/Issue No:
Volume 26 Issue 6

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Following a literature review of empirical studies on cognitive training, evaluation of the zone of proximal development, and the development of expertise, the authors point out the existence of a relationship between quality of efforts made during learning activities and subsequent cognitive performance of the individuals. More specifically, the authors hypothesised that intellectually gifted individuals are mostly characterised by the efficacy of their learning strategies, which leads them to acquire new knowledge and abilities faster than their normal peers and to more readily transfer these acquisitions to new cognitive domains. The interpretation of learning data on a metacognitive theoretical basis suggests that the superior learning abilities of intellectually gifted individuals, in comparison with their normal peers, would be the result of their spontaneous use of appropriate self‐regulating mechanisms. Although there are few empirical studies concerned with the hypothesis that metacognitive superiority is associated with advanced learning abilities in gifted individuals, these results agree with this interpretation. Finally, the authors discuss the pedagogical implications of a cognitive competence model in which metacognitive and learning abilities contribute by their interaction to the emergence of intellectual autonomy.

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