A FURTHER TEST OF THE GENERAL MONITORING SKILL HYPOTHESIS

This study tested the general monitoring skill hypothesis, which state s that skilled adult learners monitor their comprehension using domain -general metacognitive knowledge in addition to domain-specific knowle dge. College students completed 8 tests of fluid and crystallized abil ity. The 8 tests yielded 3 performance components, whereas measures of monitoring yielded 2 principal components. These findings supported 2 main conclusions: Monitoring scores are correlated across multiple do mains, and individuals may possess separate general monitoring skills for fluid and crystallized tasks. The authors also examined the degree to which modular, information-encapsulation, and domain-general theor ies of cognition accommodated these findings. Domain-general theories, such as the general monitoring skill hypothesis, provided the best ex planation of the data.