Problem 2 - Metacognition Flashcards
Metacognition
- executive control process.
- awareness + understand of own thinking + learning/regulation of processes to improve learning + memory
- metacognitive skills = executive control processes > attention + repetition + organization
- +ve correlation with performance
Forms of knowledge
- Declarative: factors influencing learning + memory/strategies needed to perform them
- Procedural: knowing how to use the strategies
- Self-regulatory: knowing when and why to apply the strategies.
Metacognitive skills
- Planning: how much to spend on a task + which strategy to use
- Monitoring: check in how you’re doing + if it makes sense
- Evaluating: judgment about process + outcome of thinking/learning + conceptual change about strat
- Unconsciously/automatically used
- Most useful when tasks are challenging but not too difficult
Individual differences in metacognition
Development:
- Early childhood → less usage of metacognitive skills / do not think of difficult tasks
- When older: able to exercise executive control + see if they understood
- 5-7 years of age and improve through school.
Biology / learning experiences:
- Learning disabilities: problems monitoring attention
Learning strategies
- Procedural knowledge ⇒ knowing how to approach learning tasks.
-Cognitive (summarise/identify) + metacognitive (monitor comprehension) + behavioral (timer) - If usual methods do not work ⇒ try effective learning strategies ⇒ invest additional effort ⇒ process information deeply ⇒ monitor understanding.
If you are an expert in using strategies ⇒ less intentional effort + more automatic in applying them:
1. Focus attention (set goals)
2. Organize and remember (flashcards)
3. Comprehension (mind-maps)
4. Cognitive monitoring (identify what makes sense)
5. Practice (assignments)
Types of learning strategies
- Deciding whats important (bold/headings)
- Summaries
- Underlying/highlighting (ineffective)
- Note taking (good for WM)
- Visual tools
- Retrieval practices (best strategy)
- Reading strategies (READS and CAPS)
Principles of metacognition
- exposure to diff strategies
- self-regulatory (conditional) knowledge = when + where + why
- motivation
- self-efficacy
- basic background knowledge
Applying learning strategies
- Appropriate tasks: understanding not remembering
- Valuing learning: believe + appreciate learning
- Effort and efficacy: believe effort helps + basic knowledge needed
Self-regulated learning: skill and will
- Self-regulation ⇒ activates and regulates thoughts + behaviors + emotions to reach a goal.
- Self-regulated learning ⇒ skills and will to learn → metacognition + motivation + strategy + self-control + self-awareness
- Motivated strategies for learning questionnaires (MSLQ) ⇒ assess’ students self-regulated learning
What influences self-regulation
- Knowledge
- metacognition + knowledge - Motivation
- interest + self-efficacy - Volition
- willpower + self-control + grit + self-discipline
Development of self-regulation
- social cognitive theory: personal factors + environmental/social factors + behavioral factors
- general model (dale schunk):
- childhood: observation > apply skills > internalize skills > self-control
- inhibitory control: suppressing impulsive desires
- working memory: keeping info in mind while performing other tasks
- cognitive flexibility: looking at things from different perspectives.
- co-regulation: internalize through modeling + direct teaching + feedback + coaching
- shared regulation: students/teachers work together through reminders/guidance
Cycle of self-regulated learning (social/cognitive model) - Zimmermann
3 phases:
1. Forethought: set clear goals + plan
2. Performance: set control (volitional) + learning strategies + self-observation + monitoring things
3. Reflection: evaluation of performance + reflect
- reflection + eval happens at every stage
Cognitive behavior modification (CBM) - Meichenbaum
Private speech: self-instruction + self-talk to regulate behavior
1. Cognitive modeling: adult talks > child observes
2. Over external guidance: child guided by model
3. Over self-guidance: child talks to themselves
4. Faded overt self-guidance: child whispers (internalized guidance)
5. Covert self-instruction: full private speech
How to increase student learning - Manning and Payne
- 4 skills: listening + planning + working + checking
- class posters, active reading programs, intervention programs.
Designing classrooms for self-regulation
- helping students to develop self-regulated learning: Complex task (self-efficacy + motivation), control (participation + performance), self-evaluation (discover mistakes to grow), collaboration (challenging tasks + regulate each other).
