ABSTRACT

This article approaches the impact of monitoring and seif regulation in learning process, from cognitive psychology point of view. Authors evoke the role of metacognition on a learning sequence anatysis according to Nelson and Narens paradigm.

In its second part, the article presents the results of an experimental study done on school population at three levels: fifth form (12years), eighth form (15years), twelfth form (19 years).  In this experiment,   we used: MP Raven test, metamemory tasks,  metacognitive interview and we also experimentally organized a learning sequence with unlimited time. The metamemory tasks revealed a significant increase of exactity in evahiation of short term memory (working memory) capacity, predictions being closely to 7± 2 across educaÅ£ional process. Metacognitive interview data lead to modalprotocols for the three levels of education (see ages) establishing excellent traits for IQ > 115 and mediocre traits forIQ<95.

The learning sequence has confirmed the results of the previous tasks.

KEYWORDS: learning, metacognition, working memory.