Tag Archives: Metacognition

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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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

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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

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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

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Supra-personal Cognitive Control and Metacognition

The human mind is extraordinary in its ability not merely to respond to events as they unfold but also to adapt its own operation in pursuit of its agenda. This ‘cognitive control’ can be achieved through simple interactions among sensorimotor … Continue reading

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The Role of Metacognition in Human Social Interactions

Metacognition concerns the processes by which we monitor and control our own cognitive processes. It can also be applied to others, in which case it is known as mentalizing. Both kinds of metacognition have implicit and explicit forms, where implicit … Continue reading

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Training Metacognition in the Classroom

Three aspects of metacognition that have been researched extensively are metacognitive knowledge, metacognitive monitoring, and metacognitive control. In this paper, we focus on metacognitive monitoring, which is an individual’s ability to assess the state of their cognitive activity, and metacognitive … Continue reading

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