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a different paper
Successful learners cultivate a repertoire of metacognitive strategies that they apply when and as required by different learning circumstances. Success hinges on the appropriate transfer of relevant strategies. Metacognitive strategy design must take into account this transfer and it is this relationship that is the subject of this paper. It looks briefly at what metacognition is, discusses transfer in the context of metacognition, and concludes with practical implications for instructional design.
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