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Ed Psych > Day 12: Metacognition and Self-Regulation > Flashcards

Day 12: Metacognition and Self-Regulation Flashcards

1
Q

Metacognition

A
  • “Thinking about thinking” (Flavell, 1979)
  • “Monitoring and control of thought” (Martinez, 2006)
  • Cognitive process, not a theory
  • Includes: Planning, Monitoring, Reflecting, Evaluating
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2
Q

Metacognitive Knowledge

A
  • Knowledge of our cognitive processes and how to regulate those processes in order for learning to take place
    • Person knowledge
    • Task knowledge
    • Strategy knowledge
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3
Q

Person Knowledge

A
  • Understanding your own capabilities
    • Strengths
    • Weaknesses
    • Personal accommodations
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4
Q

Task Knowledge

A
  • How we perceive the task
  • In terms of: Difficulty and Relevance
  • Changes as children age
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5
Q

Strategy Knowledge

A

Awareness of the strategies that we can use to improve our learning as well as when and why to apply them

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6
Q

Example of person/task/strategy knowledge

A

“I know that I (person knowledge) have difficulty with word problems (task knowledge), so I will answer the computational problems first and save the word problems for last (strategy knowledge)

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7
Q

From Info Processing Theory

A
  • Declarative: “that” it exists
  • Procedural: “how” to do it
  • Conceptual: “why” do it
  • Episodic: “when and where” to do it
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8
Q

Metacognitive knowledge in similar terms

A

Conceptual and Episodic are conditional

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9
Q

Metacognitive Knowledge

A
  • Knowledge of our cognitive processes and how to regulate those processes in order for learning to take place
  • 3 types
    • Declarative Knowledge
    • Procedural Knowledge
    • Conditional Knowledge
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10
Q

Declarative Knowledge

A
  • Declarative statement= “just the facts”

- The “meta”: aware that you possess the knowledge

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11
Q

Procedural Knowledge

A
  • Procedure= How to

- The “meta”: Being aware of that process

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12
Q

Conditional Knowledge

A
  • Conditional: Knowing when/how to use knowledge

- The “meta”: Being aware of when to apply knowledge

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13
Q

Metacognitive Strategies

A

Purposeful act of attempting to control our cognitive processes to help us learn or accomplish our goals

 - Goal setting/planning
 - Monitoring
 - Affecting
 - Evaluating
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14
Q

Planning

A

Determine your goal

  • What am I trying to accomplish
  • What level of performance do I want to achieve?

How will you reach it

  • What strategies do I need to use?
  • Timelines/Benchmarks?
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15
Q

Monitoring

A

Assessment in action

  • Self-questioning
    • Do I understand this?
    • Can I explain this to someone else?

Self-testing

  • What have I learned so far?
  • What do I still need to learn?
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16
Q

Affecting

A

Using what you’ve learned to change strategies

17
Q

Evaluating

A

Examine your outcomes

  • Were your strategies effective?
  • Would you change anything for the future?

Feedback at this stage is important

18
Q

Issues

A
  • People are generally inaccurate about what they will remember and how much they understand
  • Learners are overconfident about what they can recall
  • When cognitive load increases, metacognition suffers
19
Q

Examples of Metacognition in the Classroom

A
  • Recognizing when you don’t understand something
  • Knowing how best to organize your notes to facilitate your own learning
  • Knowing how to study so you will learn and remember the material
  • Knowing your reading strengths and weaknesses
20
Q

Self-Regulation vs. Meta-cognition

A
  • Metacognition: Thinking about your own actions, motivatins, and thoughts
  • Self-regulation: Controlling your own actions, motivations, and thoughts
21
Q

Self-Regulation

A

Self-regulated learners:

  • Set goals
  • Plan an approach
  • Control their attention and effort
  • Use effective strategies
  • Monitor their progress
  • Self-evaluate and self-reflect
  • Zimmerman’s (2006) Model
22
Q

Self-Regulation is related to…

A
  • Motivation/Engagement
  • Perceived control
  • Goals/Values
  • Self-Efficacy
  • Metacognition

But learners need…

  • Opportunities to learn self-regulatory skills
  • Contexts in which to practice self-regulation
23
Q

Self-Regulation and Social Cognitive Theory

A
  • Cyclical process of evaluation and choice
  • Social environment and observations of others help us to set standards and goals
  • Self-efficacy also plays an important role
24
Q

Self-Regulation and Constructivism

A
  • Knowledge is constructed by the learner
  • Focus on sociocultural influences
    • Development of higher mental functions (such as self-regulation) through interactions with others and tools within a social system
      • Moves from other-regulation to self-regulation
25
Q

Self-Regulation Information Processing Theory

A

Focus here is on the use of learning strategies like:

  • Rehearsal
  • Elaboration
  • Organization
  • Comprehension Monitoring
  • Affective Techniques
26
Q

Self-Regulated Steps

A
  • Analyze
  • Plan
  • Implement
  • Monitor
  • Modify

These strategies are not domain or context-specific. They can and should be transferred

27
Q

Developing Self-Regulation Skills

A
  • Teaching metacognitive and self-regulation strategies
  • Modeling strategies
  • Helping individuals set goals and evaluate progress towards their goals
  • Providing specific feedback about progress
  • Allowing individuals time to reflect on feedback and progress
28
Q

Mischel’s Marshmallow Test

A
  • Executive Control

- Children who exhibited self-control in the experiment were shown to be more successful later in life

29
Q

Metacognition and Self-Regulation: How are they different?

A

Metacognition

  • Thinking about thinking
  • Awareness
  • Knowledge (3 types)

Self-Regulation

  • Controlling cognitive activities
  • An active process
  • Involves practice

Both

  • Self-awareness
  • Intention to act

Ed Psych (16 decks)

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