Category Archives: Metacognition

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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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

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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

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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

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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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