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The Concept Map you are trying to access has information related to:
culture influences IQ, teacher metacognition entails executive management, learner metacognition is influenced by culture, learner metacognition entails executive management, learner metacognition is facilitated by self-questioning, teachers need multiple strategies, domain-specific knowledge influences thinking, self-questioning improves affect, culture influences learning, metacognitve strategies become skills, learner metacognition should be modeled by teachers, intelligence is not measured by IQ, teacher metacognition characterizes expert performance, teacher metacognition is essential for effective teaching, inner speech guides thinking, culture influences intelligence, learner metacognition directs cognition, cognition influences achievement, intelligence is multi- dimensional, context influences achievement, scaffolding is based on ZPD, learner metacognition entails strategic knowledge, feedback improves learning, multiple determinants influence achievement, teacher metacognition entails strategic knowledge, learner metacognition is taught, affect influences learning, learner metacognition is facilitated by thinking aloud, learner metacognition is facilitated by teachers' use of scaffolding, learner metacognition characterizes expert performance, practice facilitates automaticity, context affects motivation, learner metacognition influences achievement