Metacognition is defined as "cognition about cognition", or "knowing about knowing". It comes from the root word "meta", meaning beyond.[1] It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students.
Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures. Writings on metacognition can be traced back at least as far as Perì Psūchês; and the Parva Naturalia of the Greek philosopher Aristotle.
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). Dunlosky, Serra, and Baker (2007) covered this distinction in a review of metamemory research that focused on how findings from this domain can be applied to other areas of applied research.
In the domain of cognitive neuroscience, metacognitive monitoring and control has been viewed as a function of the prefrontal cortex, which receives (monitors) sensory signals from other cortical regions and through feedback loops implements control (see chapters by Schwartz & Bacon and Shimamura, in Dunlosky & Bjork, 2008).[3]
Metacognition is studied in the domain of artificial intelligence and modelling.
Metacognition is classified into three components:[9]
Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors.
Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.
Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor.
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature.
Metacognition includes at least three different types of metacognitive awareness when considering metacognitive knowledge:
Declarative Knowledge: refers to knowledge about oneself as a learner and about what factors can influence one's performance. Declarative knowledge can also be referred to as "world knowledge".
Procedural Knowledge: refers to knowledge about doing things. This type of knowledge is displayed as heuristics and strategies. A high degree of procedural knowledge can allow individuals to perform tasks more automatically. This is achieved through a large variety of strategies that can be accessed more efficiently.
Conditional knowledge: refers to knowing when and why to use declarative and procedural knowledge. It allows students to allocate their resources when using strategies. This in turn allows the strategies to become more effective.
Similar to metacognitive knowledge, metacognitive regulation or "regulation of cognition" contains three skills that are essential.
Planning: refers to the appropriate selection of strategies and the correct allocation of resources that affect task performance.
Monitoring: refers to one's awareness of comprehension and task performance
Evaluating: refers to appraising the final product of a task and the efficiency at which the task was performed. This can include re-evaluating strategies that were used.
Metacognition
Metacognition
Last edited by Royal on Sun Dec 14, 2014 2:33 am, edited 1 time in total.
Re: Metacognition
Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of distracting stimuli – both internal and external – and sustain effort over time also involves metacognitive or executive functions. The theory that metacognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers.
Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the "right tool for the job" and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change "tools" or strategies to ensure goal attainment. Swanson (1990) found that metacognitive knowledge can compensate for IQ and lack of prior knowledge when comparing fifth and sixth grade students' problem solving. Students with a high-metacognition were reported to have used fewer strategies, but solved problems more effectively than low-metacognition students, regardless of IQ or prior knowledge.
Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the "right tool for the job" and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change "tools" or strategies to ensure goal attainment. Swanson (1990) found that metacognitive knowledge can compensate for IQ and lack of prior knowledge when comparing fifth and sixth grade students' problem solving. Students with a high-metacognition were reported to have used fewer strategies, but solved problems more effectively than low-metacognition students, regardless of IQ or prior knowledge.
Re: Metacognition
Looking around at the world, I would say it is getting more ignorant.
Reason: Meta Belief Injection
Reason: Meta Belief Injection
Re: Metacognition
Monkeys know what they don't know
"We know when we need to Google something," said researcher Laurie Santos. New research suggests monkeys do, too.
NEW HAVEN, Conn., July 8 (UPI) -- Rhesus monkeys are aware of the limits of their knowledge, new research shows. According to scientists at Harvard and Yale, the monkeys realized when they didn't know something and needed outside expertise.
"Metacognition -- the ability to think about our own thoughts -- has long been considered a hallmark of being human," Yale University psychologist Laurie Santos explained in a news release. "We all know the difference between feeling like we know something for sure and feeling like we're not all that certain. We know when we need to Google something."
Previous studies have shown animals exhibit signs of uncertainty when exposed to a novel problem over a period of time, but researchers wanted definitive evidence of metacognition -- proof that monkeys quickly recognize, on the spot, when a new problem requires information they don't have.
http://www.upi.com/Science_News/2016/07 ... 467982432/
"We know when we need to Google something," said researcher Laurie Santos. New research suggests monkeys do, too.
NEW HAVEN, Conn., July 8 (UPI) -- Rhesus monkeys are aware of the limits of their knowledge, new research shows. According to scientists at Harvard and Yale, the monkeys realized when they didn't know something and needed outside expertise.
"Metacognition -- the ability to think about our own thoughts -- has long been considered a hallmark of being human," Yale University psychologist Laurie Santos explained in a news release. "We all know the difference between feeling like we know something for sure and feeling like we're not all that certain. We know when we need to Google something."
Previous studies have shown animals exhibit signs of uncertainty when exposed to a novel problem over a period of time, but researchers wanted definitive evidence of metacognition -- proof that monkeys quickly recognize, on the spot, when a new problem requires information they don't have.
http://www.upi.com/Science_News/2016/07 ... 467982432/
Re: Metacognition
I suspect we have long under estimated animals.