Giorgio Bertini
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Category Archives: Metacognition
Metacognition and Self-Regulation in James, Piaget, and Vygotsky
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. … Continue reading →
Posted in James, Metacognition, Piaget, Vygotsky
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The Developmental Origin of Metacognition
We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or meta-representation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are … Continue reading →
Posted in Cultural cognition, Culture, Development, Infants, Metacognition
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Tagged cultural cognition, culture, development, infants, Metacognition
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Socially Shared Metacognition
Much problem solving and learning occurs in social situations, and social relations afford and facilitate these processes in many ways. However, previous research has mostly neglected to consider metacognition from the social point of view. On the basis of the … Continue reading →
Posted in Cultural metacognition, Culture, Metacognition, Social learning, Social metacognition
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Tagged cultural metacognition, culture, Metacognition, social learning, Social metacognition
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Multiple Levels of Metacognition and Complex Problem-solving Tasks
Building on prior efforts, we re-conceptualize metacognition on multiple levels, looking at the sources that trigger metacognition at the individual level, the social level, and the environmental level. This helps resolve the paradox of metacognition: metacognition is personal, but it … Continue reading →
Posted in Metacognition, Problem solving
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Socially Mediated Metacognition and Learning
Writing can be viewed as a recursive process involving both cognitive and metacognitive processes. Task, environment, individual cognition and affective processes all impact on producing written text. Recent research on the development of metacognition in young children has highlighted social … Continue reading →
Posted in Collaborative learning, Metacognition, Social learning, Social metacognition
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Cooperative conditions and Group Metacognition
This study examined the task-related talk, reading comprehension, and metacognition of third-grade students over a 4 week period. A total of 219 students from eight classrooms participated. Classrooms were randomly assigned to the “reward” or the “strategy” condition. The reward … Continue reading →
Posted in Cooperation, Groups, Metacognition, Social metacognition
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Development of a Metacognition Construct for Communities
Metacognition is a required cognitive ability to achieve deep and meaningful learning that must be viewed from both an individual and social perspective. Recently, the transition from the earliest individualistic models to an acknowledgment of metacognition as socially situated and … Continue reading →
Posted in Collaborative learning, Community of inquiry, Metacognition, Social metacognition
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Tagged collaborative learning, community of inquiry, metacognition, Social metacognition
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Integrating Metacognition Instruction in Interactive Learning Environments
Metacognition is a higher order thinking process responsible for active control over cognitive processes. It is an important ingredient for learning as empirical studies have shown that metacognitively aware students perform better than less aware ones. Theories of metacognition emphasize … Continue reading →
Posted in Interaction, Learning environmernt, Metacognition
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Promoting Student Metacognition
The importance of metacognition in the process of learning is an old idea that can be traced from Socrates’ questioning methods to Dewey’s twentieth-century stance that we learn more from reflecting on our experiences than from the actual experiences themselves. … Continue reading →
Posted in Classroom, Metacognition, Student
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Futures Metacognition – A Progressive Understanding of Futures Thinking
Human thinking about the future, or futures thinking, is probably the most complex process in the universe. But, very much like the phenomenon of time in which we are also comprehensively embedded in our existence, it is both extremely close … Continue reading →
Posted in Future studies, Futures, Futures metacognition, Futures thinking, Metacognition
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