Meta Cognition
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| Author | : Harriet Salatas Waters |
| Publisher | : Guilford Press |
| Total Pages | : 321 |
| Release | : 2009-09-01 |
| Genre | : Education |
| ISBN | : 160623384X |
Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.
| Author | : Pablo Briñol |
| Publisher | : Taylor & Francis |
| Total Pages | : 386 |
| Release | : 2012-04-27 |
| Genre | : Psychology |
| ISBN | : 1135234094 |
Metacognition refers to thinking about our own thinking. It has assumed a prominent role in social judgment because our thoughts about our thoughts can magnify, attenuate, or even reverse the impact of primary cognition. Metacognitive thoughts can also produce changes in thought, feeling, and behavior, and thus are critical for a complete understanding of human social behavior. The present volume presents the most important and advanced research areas in social psychology where the role of metacognition has been studied. Specifically, the chapters of this book are organized into four substantive content areas: Attitudes and Decision Making, Self and Identity, Experiential, and Interpersonal. Each section consists in several chapters summarizing much of the work done in recent decades on critical topics, such as attitude strength, persuasion, bias correction, self-regulation, subjective feelings, embodiment, and prejudice, among others. This book also emphasizes interpersonal aspects of metacognition as they play an essential role in close relationships, groups, consumer and clinical interactions. Each chapter is written by an expert in the field, and presents a state-of-the-art view of the many ways metacognition has been examined by social psychologists.
| Author | : Michael J. Beran |
| Publisher | : OUP Oxford |
| Total Pages | : 364 |
| Release | : 2012-09-06 |
| Genre | : Psychology |
| ISBN | : 0191634549 |
Metacognition refers to the awareness an individual has of their own mental processes (also referred to as ' thinking about thinking'). In the past thirty years metacognition research has become a rapidly growing field of interdisciplinary research within the cognitive sciences. Just recently, there have been major changes in this field, stimulated by the controversial issues of metacognition in nonhuman animals and in early infancy. Consequently the question what defines a metacognitive process has become a matter of debate: how should one distinguish between simple minds that are not yet capable of any metacognitive processing, and minds with a more advanced architecture that exhibit such a capacity? Do nonhuman animals process the ability to monitor their own mental actions? If metacognition is unique to humans, then at what stage in development does it occur, and how can we distinguish between cognitive and metacognitive processes? The Foundations of Metacognition brings together leading cognitive scientists to consider these questions. It explores them from three different perspectives: from an evolutionary point of view the authors ask whether there is sufficient evidence that some non-human primates or other animals monitor their mental states and thereby exhibit a form of metacognition. From a developmental perspective the authors ask when children start to monitor, evaluate und control their own minds. And from a philosophical point of view the main issue is how to draw the line between cognitive and metacognitive processes, and how to integrate the different functions in which metacognition is involved into a single coherent picture of the mind. The foundations of metacognition - whatever they will turn out to be - have to be as complex as this pattern of connections we discover in its effects. Bringing together researchers from across the cognitive sciences, the book is valuable for philosophers of mind, developmental and comparative psychologists, and neuroscientists.
| Author | : Richard K Cohen |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 2021-03-26 |
| Genre | : |
| ISBN | : 9781951075033 |
Dive deep into the what and how of structured SELf-questioning--a powerful strategy you can use to support students academically, socially, and emotionally. This resource contains vital metacognitive strategies and skills that educators can immediately use in their classroom. Use this resource to help effective education thrive in your classroom: Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both. Learn to implement effective SELf-questioning into instruction to foster social-emotional learning (SEL). Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level. Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context. Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school. Contents: Introduction Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics Chapter 3: Structured SELf-Questioning for Social Problem Solving Chapter 4: Structured SELf-Questioning in Reading Comprehension Chapter 5: Structured SELf-Questioning in Reading Decoding Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing Chapter 7: Structured SELf-Questioning for Emotional Recognition Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving Chapter 9: Transfer Theory and SELf-Questioning Chapter 10: Structured SELf-Questioning for Social Studies Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science Chapter 12: Autonomous Use of SELf-Questioning and Metacognition Epilogue
| Author | : Hope J. Hartman |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 316 |
| Release | : 2013-06-29 |
| Genre | : Psychology |
| ISBN | : 9401722439 |
Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
| Author | : Naomi Silver |
| Publisher | : Taylor & Francis |
| Total Pages | : 168 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000978508 |
Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently.Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.
| Author | : Stephen M. Fleming |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 398 |
| Release | : 2014-01-31 |
| Genre | : Science |
| ISBN | : 364245190X |
Metacognition is the capacity to reflect upon and evaluate cognition and behaviour. Long of interest to philosophers and psychologists, metacognition has recently become the target of research in the cognitive neurosciences. By combining brain imaging, computational modeling, neuropsychology and insights from psychiatry, the present book offers a picture of the metacognitive functions of the brain. Chapters cover the definition and measurement of metacognition in humans and non-human animals, the computational underpinnings of metacognitive judgments the cognitive neuroscience of self-monitoring ranging from confidence to error-monitoring and neuropsychiatric studies of disorders of metacognition. This book provides an invaluable overview of a rapidly emerging and important field within cognitive neuroscience.
| Author | : Peter Tarrant |
| Publisher | : Routledge |
| Total Pages | : 268 |
| Release | : 2016-01-08 |
| Genre | : Education |
| ISBN | : 1317552563 |
Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don’t understand the what, the why and the how? This practical guide explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement. In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be in a better position to take actions in order to improve and to be able to learn best. An appendix of useful resources is also included, which offers a range of activities surrounding the language of learning, reflection and metacognition, as well essential advice on how to develop metacognition in the early years (4-8), middle years (8-10), and upper years (10-13). Metacognition in the Primary Classroom demonstrates how important it is for children to be well-enough informed to play an active role in learning better. Having the language skills to talk about your learning, and the opportunity to share ideas and strategies with others, enables all concerned to explore and develop approaches in order to learn better. This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning.
| Author | : Douglas J. Hacker |
| Publisher | : Routledge |
| Total Pages | : 462 |
| Release | : 2009-06-15 |
| Genre | : Education |
| ISBN | : 1135591946 |
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
| Author | : Anat Zohar |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 281 |
| Release | : 2011-10-20 |
| Genre | : Science |
| ISBN | : 9400721323 |
Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.
