Tag Archives: Metacognition

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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