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Ed123 (Metacognition) > Metacognition > Flashcards

Metacognition Flashcards

1
Q

The term “metacognition” was coined by?

A

John Flavell

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2
Q

Metacognitive knowledge divided into three categories

A

Person Variables
Strategy Variables
Task Variables

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3
Q

It includes knowledge about the nature of the task as well as the type of processing demands that it will place upon the individual.

A

Task Variables

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4
Q

It is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand from you.

A

Task Variables

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5
Q

It involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective.

A

Strategy Variables

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6
Q

It involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective.

A

Strategy Variables

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7
Q

The Terms like meta-attention and meta-memory are related to ?

A

Strategy Variables

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8
Q

It is the awareness of specific strategies so that you can keep your attention focused on the topic or task at hand.

A

Meta-attention

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9
Q

It is your awareness of memory strategies that work best for you.

A

Meta-memory

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10
Q

Who are the researchers showed that metacognitive awareness was evident in preschoolers and in students as young as eight years old. Children already have the capacity to be more aware and reflective of their own learning. However, not many have been taught and encouraged to apply metacognition.

A

Fang and Cox

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11
Q

It involves knowledge and skills which you and your students can learn and master.

A

Metacognition

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12
Q

It involves knowledge and skills which you and your students can learn and master.

A

Metacognition

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13
Q

This can be taught to younger students (primary grades). It is a metacognitive strategy before listening to a story or presentation.

A

TQLR

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14
Q

TQLR stands for?

A

Tune in
Question
Listen
Remember

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15
Q

This is usually for older students in the intermediate levels and onwards. This strategy is used to study a unit or chapter.

A

PQ4R

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16
Q

PQ4R stands for?

A

Preview
Question
Read
Recite
Review
Reflect

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17
Q

It is first important for the learner himself to be aware that he is paying attention, and that he is ready to learn.

A

Tune in

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18
Q

Scan the whole chapter before delving on each paragraph. Check out the objectives. Look for outlines or advance organizers that will give you an idea about the important topics and ideas in the chapter. Read the summary of the chapter first.

A

Preview

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19
Q

Work on answering the questions you had earlier.

A

Recite

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20
Q

Pinpoint topics you may need to go back to and read in order to understand better.

A

Review

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21
Q

Think about what you read. Is everything clear to you? What are the main points you learned? How is this relevant or useful to you?

A

Reflect

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22
Q

Have limited knowledge in the different subject areas

A

Novice Learners

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23
Q

Satisfied at just scratching the surface; hurriedly gives a solution to the problem

A

Novice Learners

24
Q

Select important information to process; able to breakdown information to manageable chunks

A

Expert Learners

25
Q

Do not examine the quality of their work, nor stop to make revisions

A

Novice Learners

26
Q

Attempt to process all information they receive

A

Novice Learners

27
Q

Design new strategies that would be appropriate to the task at hand

A

Expert Learners

28
Q

Check their errors and redirect their efforts to maintain quality output

A

Expert Learners

29
Q

Have deeper knowledge in different subject areas because they look for interrelationships in the things they learn

A

Expert Learners

30
Q

First try to understand the problem, look for boundaries, and create a mental picture of the problem

A

Expert Learners

31
Q

Employ rigid strategies that may not be appropriate to the task at hand

A

Novice Learners

32
Q

The Learner-Centered Psychological Principles were put together by the ?

A

American Psychological Association.

33
Q

They focus on psychological factors that are primarily ______ to and under the control of the learner rather than conditioned habits or physiological factors.

A

Internal

34
Q

The principles also attempt to acknowledge ________environment or contextual factors that interact with these internal factors.

A

External

35
Q

The principles are intended to deal _________ with learners in the context of real-world learning situations. Thus, they are best understood as an organized set of principles; no principle should be viewed in isolation.

A

Holistically

36
Q

The 14 principles are divided into ?

A

(1) cognitive and metacognitive
(2) motivational and affective
(3) developmental and social
(4) individual differences factors

37
Q

The learning of a complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

A

Nature of the learning process

38
Q

The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

A

Goals of the learning process

39
Q

The successful learner can link new information with existing knowledge in meaningful ways.

A

Construction of knowledge

40
Q

The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.

A

Strategic Thinking

41
Q

Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

A

Thinking about thinking

42
Q

Learning is influenced by environmental factor, including culture, technology, and instructional practices.

A

Context of learning

43
Q

What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.

A

Motivational and emotional influences on learning

44
Q

The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.

A

Intrinsic motivation to learn

45
Q

Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.

A

Effects of motivation on efforts

46
Q

As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.

A

Developmental influences on learning

47
Q

Learning is influenced by social interactions, interpersonal relations, and communication with others.

A

Social influences on learning

48
Q

Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.

A

Individual differences in learning

49
Q

Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.

A

Learning and Diversity

50
Q

Setting appropriately high and challenging standards and assessing the learner as well as learning progress – including diagnostic, process, and outcome assessment – are integral parts of the learning process.

A

Standards and Assessment

51
Q

Who gave a summary of the 14 principles and distilled them into five areas:

A

Alexander and Murphy

52
Q

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas: What are the five areas?

A
  1. The knowledge base.
  2. Strategic processing and control.
  3. Motivation and Affect
  4. Development and Individual Differences
  5. Situation or context
53
Q

One’s existing knowledge serves as the foundation of all future learning. The learner’s previous will influence new learning specifically on how he represents new information, makes associations and filters new experiences.

A

The Knowledge Base

54
Q

Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively (metacognition).

A

Strategic processing and control.

55
Q

Factors such as intrinsic motivation (from within), reasons for wanting to learn, personal goals and enjoyment of learning tasks all have a crucial role in the learning process.

A

Motivation and affect

56
Q

Learning is a unique journey for each person because each learner has his own unique combination of genetic and environmental factors that influence him.

A

Development and Individual differences.

57
Q

Learning happens in the context of a society as well as within an individual.

A

Situation or context

Ed123 (Metacognition) (1 decks)

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