Giorgio Bertini
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
Networks
Learning Change Project
Categories
5000 Posts in this Blog
- Follow Learning Change on WordPress.com
Paul Gauguin
Category Archives: Metacognition
Metacognition: Ideas and Insights from Neuro- and Educational Sciences
Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic … Continue reading →
The Dialogical Self: Converging East-West Constructions
Prompted by the work of Hermans, we attempt to construct the dialogical self informed by Eastern traditions. To describe dialogical phenomenology we turn to three esources: (a) ~”\ Chinese intellectual traditions, (b) dreams and (c) daily life. J Dialogical attributes … Continue reading →
Posted in Dialectics, Dialogical, Metacognition
|
Tagged dialectics, dialogical, Metacognition
|
Leave a comment
Who Knows? Metacognitive Social Learning Strategies
To make good use of learning from others (social learning), we need to learn from the right others; from agents who know better than we do. Research on social learning strategies (SLSs) has identified rules that focus on social learning on the right … Continue reading →
Posted in Metacognition, Metacognitive cultural intelligence, Social learning
|
Tagged Metacognition, metacognitive cultural intelligence, social learning
|
Comments Off on Who Knows? Metacognitive Social Learning Strategies
Intellectual character of Metacognition in thinking strategies
Background: Metacognition is one aspect of intellectual character about a concept that has been used to refer to a variety of epistemological processes. Metacognition essentially means cognition about cognition; that is, it refers to second-order cognitions: thoughts about thoughts, knowledge … Continue reading →
Posted in Metacognition
|
Tagged Metacognition
|
Comments Off on Intellectual character of Metacognition in thinking strategies
Metacognition as a prerequisite for interdisciplinary integration
What’s needed to enable the integration of concepts, theories, methods, and results across disciplines? Why is communication among experts important, but not sufficient? Interdisciplinary experts must also meta-cognize: both individually and as a team, they must monitor, evaluate and regulate … Continue reading →
Posted in Interdisciplinarity, Metacognition
|
Tagged interdisciplinarity, Metacognition
|
Comments Off on Metacognition as a prerequisite for interdisciplinary integration
Knowing whom to learn from: individual differences in metacognition and weighting of social information
Social learning enables us to acquire skills and knowledge more efficiently, provided that we learn from the right others. However, little is known about the cognitive factors that determine who we decide to learn from and how much we benefit from such … Continue reading →
Posted in Metacognition, Social learning
|
Tagged Metacognition, social learning
|
Comments Off on Knowing whom to learn from: individual differences in metacognition and weighting of social information
Effect of cooperative learning on the development of metacognition
Cooperative learning was created at the beginning of the last century and it has gone a long way to become one of the most common methods of modern education. Therefore, in this research, the influence of this method on the … Continue reading →
Posted in Cooperative learning, Metacognition
|
Tagged cooperative learning, metacognition
|
Comments Off on Effect of cooperative learning on the development of metacognition
Social context alters metacognition
Metacognition is the ability to monitor and evaluate one’s own cognitive processes. In social contexts, such performance evaluations are also influenced by the behavior of others, e.g. others’ decisions and actions. However, in tasks where the feedback of the ground truth is … Continue reading →
Posted in Metacognition, Social context
|
Tagged metacognition, Social context
|
Comments Off on Social context alters metacognition
Metacognition and self-regulated learning
This guidance report is relevant to the teaching of all students, within any subject area. Most of the examples included are from Key Stages 1 to 4, where the research is strongest. It introduces a simplified framework for self-regulated learning … Continue reading →
Posted in Metacognition, Self-organized learning
|
Tagged metacognition, self-organized learning
|
Comments Off on Metacognition and self-regulated learning
Metacognition and the Development of Intercultural Competence
We argue that metacognition is a critical component in the development of intercultural competence by highlighting the importance of supporting a learner’s self-assessment, self-monitoring, predictive, planning, and reflection skills. We also survey several modern immersive cultural learning environments and discuss … Continue reading →
Posted in Cultural metacognition, Intercultural communication, Intercultural competence, Intercultural relations, Metacognition, Social metacognition
|
Tagged cultural metacognition, intercultural communication, Intercultural competence, intercultural relations, Metacognition, Social metacognition
|
Comments Off on Metacognition and the Development of Intercultural Competence
Learning Change 