Metacognition

Question 0

Uses

Answer 0

• to regulate one’s own cognition
• to maximize one’s own potential to think, learn
• the evalution of proper ethical/moral rules
• understanding how to regulate cognitive processes to maximize learning

Question 1

Definition

Answer 1

literal meaning “cognition about cognition”, or more informally thinking about thinking; “knowing about knowing”. It comes from the root word “meta”, meaning beyond. It includes knowledge about when and how to use particular strategies for learning or for problem solving.

Question 2

Examples of its uses

Answer 2

I am engaging in metacognition if I notice that I am having more trouble learning A than B; [or] if it strikes me that I should double check C before accepting it as fact.
Thinking about one’s own thinking process such as study skills, memory capabilities, and the ability to monitor learning.

Question 3

3 Components of Metacognition

Answer 3

1. Metacognitive Knowledge/Metacognitive Awareness
2. Metacognitive Regulation
3. Metacognitive Experiences

Question 4

Metacognitive Knowledge

Answer 4

Also called Metacognitive Awareness is what individuals know about themselves and others as cognitive processors.

Question 5

Types of Metacognitive Knowledge

Answer 5

• Declarative knowledge/Person knowledge: the understanding of one’s own capabilities
• Procedural knowledge/Task knowledge: how one perceives the difficulty of a task which is the content, length, and the type of assignment
• Conditional knowledge/Strategic knowledge: one’s own capability for using strategies to learn information

Question 6

Declarative Knowledge/Person Knowledge

Answer 6

refers to knowledge about oneself as a learner and about what factors can influence one’s performance; also referred to as “world knowledge”.

Question 7

Procedural Knowledge/Task Knowledge

Answer 7

refers to knowledge about doing things. This type of knowledge is displayed as heuristics and strategies. A high degree of procedural knowledge can allow individuals toperform tasks more automatically. This is achieved through a large variety of strategies that can be accessed more efficiently.

Question 8

Conditional Knowledge/Strategic Knowledge

Answer 8

refers to knowing when and why to use declaritive and procedural knowledge. It allows one to allocate their resources when using strategies. This in turn allows the strategies to become more effective.

Question 9

Metacognitive Regulation

Answer 9

is the regulation of cognition and learning experiences through a set of activities that help people control their learning.

There are 3 essential skills for the regulation of cognition: planning, monitoring, evaluating

Question 10

Metacognitive Regulation Skills

Answer 10

1. Planning: the appropriate selection of strategies and the correct allocation of resources that affect task performance.
2. Monitoring: refers to one’s awareness of comprehension and task performance.
3. Evaluating: refers to appraising the final product of a task and the efficiency at which the task was performed. This can include re-evaluating strategies that were used.
4. Maintaining motivation: seeing a task to completion.

Question 11

Metacognitive Experience

Answer 11

Those experiences that have something to do with the current, on-going cognitive behavior.