Tag Archives: metacognition

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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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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Socially Mediated Metacognition and Learning to Write

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

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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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Development of a Metacognition Construct for Communities of Inquiry

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

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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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