Marcel V. J. Veenman focuses on Metacognition, Cognitive psychology, Relation, Generality and Intelligence quotient. His research on Metacognition frequently connects to adjacent areas such as Domain specificity. Marcel V. J. Veenman combines subjects such as Procedural knowledge, Inference and Alternative assessment with his study of Cognitive psychology.
His work carried out in the field of Thinking skills brings together such families of science as Early adolescence and Educational psychology. He interconnects Secondary education, Protocol analysis and Skill development in the investigation of issues within Developmental psychology. His study of Epiphenomenon brings together topics like Learning theory, Review study and Context.
His primary areas of study are Metacognition, Cognitive psychology, Developmental psychology, Mathematics education and Relation. The Metacognition study which covers Intelligence quotient that intersects with Spatial ability. His Cognitive psychology study combines topics from a wide range of disciplines, such as Computer-Assisted Instruction and Math problem.
His work deals with themes such as Experiential learning and Knowledge level, which intersect with Computer-Assisted Instruction. His Developmental psychology research is multidisciplinary, incorporating elements of Secondary education and Applied psychology. In the field of Mathematics education, his study on Discovery learning, Educational technology and Error-driven learning overlaps with subjects such as Computer based and Learning effect.
Marcel V. J. Veenman mainly investigates Metacognition, Developmental psychology, Cognitive psychology, Think aloud protocol and Protocol analysis. His work in Metacognition addresses issues such as Intelligence quotient, which are connected to fields such as Spatial ability. His research on Developmental psychology frequently links to adjacent areas such as Mathematics education.
His Cognitive psychology study integrates concerns from other disciplines, such as Procedural knowledge, Inference and Alternative assessment. His Think aloud protocol research spans across into areas like Generality and Educational psychology. Marcel V. J. Veenman frequently studies issues relating to Predictive validity and Protocol analysis.
Marcel V. J. Veenman spends much of his time researching Metacognition, Educational technology, Experiential learning, Self monitor and Mathematics education. His study in Metacognition intersects with areas of studies such as Task analysis, Minor, Generality, Developmental psychology and Longitudinal study. His Educational technology study frequently links to other fields, such as Rote learning.
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Metacognition and learning: conceptual and methodological considerations
Marcel V. J. Veenman;Marcel V. J. Veenman;Bernadette H. A. M. Van Hout-Wolters;Peter Afflerbach.
Metacognition and Learning (2006)
The relation between intellectual and metacognitive skills from a developmental perspective
Marcel V.J. Veenman;Pascal Wilhelm;Jos J. Beishuizen.
Learning and Instruction (2004)
Relation between intellectual and metacognitive skills: Age and task differences
Marcel V.J. Veenman;Marcel V.J. Veenman;Marleen A. Spaans.
Learning and Individual Differences (2005)
The relation between intellectual and metacognitive skills in early adolescence.
Marcel V. J. Veenman;Rosalie Kok;Anke W. Blöte.
Instructional Science (2005)
Learning styles: Self‐reports versus thinking‐aloud measures
Marcel V. J. Veenman;Frans J. Prins;Joke Verheij.
British Journal of Educational Psychology (2003)
The assessment of metacognitive skills: what can be learned from multi-method designs?
Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (2005)
The generality vs domain-specificity of metacognitive skills in novice learning across domains.
Marcel V.J. Veenman;Jan J. Elshout;Joost Meijer.
Learning and Instruction (1997)
Alternative assessment of strategy use with self-report instruments: a discussion
Marcel V. J. Veenman.
Metacognition and Learning (2011)
Metacognitive Activities in Text-Studying and Problem-Solving: Development of a Taxonomy.
Joost Meijer;Marcel V. J. Veenman;Bernadette H. A. M. van Hout-Wolters.
Educational Research and Evaluation (2006)
Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint
Marcel V.J. Veenman;Marcel V.J. Veenman;Jos J. Beishuizen.
Learning and Instruction (2004)
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