Metacognition

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Metacognition refers to thinking about cognition (memory, perception, calculation, association, etc.) itself or to thinking/reasoning about one's own thinking.

Contents

[edit] Types of knowledge

Metacognition involves two types of knowledge: explicit, conscious, factual knowledge; and implicit/unconscious knowledge. Metacognition also refers to an higher level of thinking which involves active control over the process of thinking that is involved in learning situations such as planning the way to approach a given learning task, monitoring comprehension, and evaluating the progress towards the completion of a task are the skills of metacognitive in nature. The idea that metacognition has a critical role in successful learning makes of its importance to be demonstrated by both students and teachers.

[edit] Linkage to intelligence

Metacognition has been linked with intelligence and it has been shown that those who demonstrate greater metacognitive abilities tend to be more successful thinkers and learners. When defing metacognition most definitons include both knowledge and strategy components. Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal has been met. Metacognition is usually referred to as Thinking about Thinking and is used to help students Learn how to Learn.

Cognitive strategies are used to help achieve a particular goal while metacognitive strategies are used to ensure that a goal has been reached.

[edit] Relation to sapience

The ability to consciously think about thinking is unique to sapient species and indeed is one of the definitions of sapience. There is evidence that monkeys and apes can make accurate judgments about the strengths of their memories fact, while attempts to demonstrate metacognition in birds have been inconclusive. [1]

[edit] Definitions

Different fields define metacognition very differently. Metacognition variously refers to the study of memory-monitoring and self-regulation, meta-reasoning, consciousness/awareness and auto-consciousness/self-awareness. In practice these capacities are used to regulate one's own cognition, to maximize one's potential to think, learn and to the evaluation of proper ethical/moral rules.

In the domain of experimental psychology, an influential distinction in metacognition (proposed by T. O. Nelson & L. Narens) is between Monitoring--making judgments about the strength of one's memories--and Control--using those judgments to guide behavior (in particular, to guide study choices).

Metacognition is studied in the domain of artificial intelligence and modeling. Therefore it is the domain of interest of emergent systemics.

[edit] Metacognitive strategies

The metacognitive-like processes are ubiquitous; especially, when it comes to the discussion of self-regulated learning. Being engaged in metacognition is a salient feature of good self-regulated learners. The activities of strategy selection and application include those concerned with an ongoing attempt to plan, check, monitor, select, revise, evaluate, etc. Metacognition is 'stable' in that learners' initial decisions derive from the pertinent fact about their cognition through years of learning experience. Simultaneously, it is also 'situated' in the sense that it depends on learners' familiarity with the task, motivation, emotion, and so forth. Individuals need to regulate their thoughts about the strategy they are using and adjust it based on the situation the strategy is applied to.

Recently, this notion has been applied to the study of second language learners in the field of TESOL [1] and applied linguistics in general (e.g., Wenden, 1987; Zhang, 2001). This new development has been much related to Flavell (1979), where the notion of metacognition is elaborated within a tripartite theoretical framework. Learner metacognition is defined and investigated by examining their person knowledge, task knowledge and strategy knowledge. Wenden (1991) has proposed and used this framework and Zhang (2001) has adopted this approach and investigated second language learners' metacognition or metacognitive knowledge. In addition to exploring the relationships between learner metacognition and performance, researchers are also interested in the effects of metacognitively-oriented strategic instruction on reading comprehension (e.g., Garner, 1994, in first language contexts, and Chamot, 2005). The efforts are aimed at developing learner autonomy, independence and self-regulated learners.

[edit] References

  • Barell, J. (1992), “Like an incredibly hard algebra problem: Teaching for metacognition” In A. L. Costa, J. A. Bellanca, & R. Fogarty (eds.) If minds matter: A foreword to the future, Volume I (pp. 257-266). Palatine, IL: IRI/Skylight Publishing, Inc.
  • Burke, K. (1999), “The Mindful School: How to Assess Authentic Learning” (3rd ed.), SkyLight Training and Publishing, USA. ISBN 1-57517-151-1
  • Chamot, A. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update. In P. Richard-Amato and M. Snow (eds), Academic Success for English Language Learners (pp. 87-101). White Plains, NY: Longman.
  • H. S. Terrace & J. Metcalfe (Eds.), The Missing Link in Cognition: Origins of Self-Reflective Consciousness. New York: Oxford University Press.
  • Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about knowing. Cambridge, MA: MIT Press.
  • Wenden, A. L. (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language Learning, 37 (4), 573-594.
  • Wenden, A. (1991). Learner Strategies for Learner Autonomy. London: Prentice Hall.
  • Zhang, L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an input-poor environment. Language Awareness,[2] 11 (4), 268-288.
  1. ^ Metacognition: Known unknowns. Issue 2582 of New Scientist magazine, subscribers only.

[edit] See also

[edit] Related links


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