Diapositivas metacognition1

metacognition’s
definitions:
According to J. H. Flavell metacognition refers to
one’s knowledge concerning one’s own cognitive
processes or anything related to them.
For example:
 the learning-relevant properties of information or
data.
I am engaging in metacognition if I notice that I am
having more trouble learning A than B; if it strikes me
that I should double check C before accepting it as
fact.

—J. H. Flavell (1976, p. 232).

what is metacognition?

Metacognition is the knowledge and awareness one has
of their own thinking processes and strategies and the
ability to evaluate and regulate one’s own thinking
processes. (Wilson: 14) It is learning to think about the
how and why of what one does.

components of
metacognition
Baird (1999) describes three components of
metacognition:
2.Metacognitive knowledge: knowledge of the nature
of learning, effective learning techniques, and
personal learning characteristics.

2. Metacognitive awareness: of the task and of
progress.

3. Metacognitive control: making productive
decisions about approach, progress and outcomes.
Metacognitive control is comprised of motivation and
volition.

Some one else described the components
in a different way:
•Metacognitive knowledge (also called metacognitive
awareness) is what individuals know about themselves
and others as cognitive processors.

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

6.Metacognitive experiences are those experiences
that have something to do with the current, on-going
cognitive endeavor.

important points
Purpose of strategies

What are they?

 which are they?

what are critical elements of teaching Metacognitive
strategies?

 Self-regulated learning.
 Reflective practice
 Applied linguistics
 Self-questioning (e.g. "What do I already know
about this topic? How have I solved problems like
this before?")

For developing Metacognitive student’s skills:

 Fostering a classroom environment conducive to
the development of metacognitive skills.
 Modelling.
 Facilitated group interaction.
 Reflection.
 Self-assessment and peer assessment.
 Improving regulation of cognition.

1. Williamson (2006):

Cognition is usually defined as something like the
process of acquiring, retaining and applying knowledge.
To a first approximation, therefore, cognitive science is
the science of knowing. Knowing is a relation between
the knower and the known. Typically, although not
always, what is known involves the environment external
to the knower. Thus knowing typically involves a relation
between the agent and the external environment. It is not
internal to the agent, for the internal may be the same
whether or not it is related to the external in a way that
constitutes knowing.

 LeDoux (1995)

If cognition is defined broadly to include sensory
information processing, such as that occurring in the
sensory thalamus and/or sensory cortex, as well as
the processing that occurs in complex association
areas of cortex in the frontal lobes or hippocampus,
then emotional processing by the amygdala is highly
dependent on cognitive processing. If cognitive
processing is defined narrowly to include only the
higher mental functions most likely mediated by
complex association cortex, then emotion is not
necessarily dependent on prior cognitive processing.

 Neisser (1967):

… the term “cognition” refers to all processes by which the
sensory input is transformed, reduced, elaborated,
stored, recovered, and used. It is concerned with these
processes even when they operate in the absence of
relevant stimulation, as in images and hallucinations…
Given such a sweeping definition, it is apparent that
cognition is involved in everything a human being
might possibly do; that every psychological
phenomenon is a cognitive phenomenon. But although
cognitive psychology is concerned with all human
activity rather than some fraction of it, the concern is
from a particular point of view. Other viewpoints are
equally legitimate and necessary.

 Cognition involves the process of “knowing” things
and handling information. The use of knowledge is
said to direct our actions towards a particular goal.

 A big part of cognition or a person’s cognitive
process is the way we process information. Usually
people tend to organize thoughts and make
categories for certain data or information.

what is cognition?

Cognition refers to mental processes that take place in
gaining and understanding information.
It involves the basic thinking process of an individual,
including his/her memory, perceptions, knowledge,
and judgment.

components of
cognition
3.Concept formation:
Groups
Prototypes
Stereotypes

8.Problem solving:
Trial and error
Algorithms
Heuristics
Insight
Mental models

important points

 purpose

 what are they for?

 which are those?

Thank you!!!

by: Maria Cristina Lobo Mieles
Maricela Pérez Petro
Diana Petro Corcho
Wendy Solano Garcia

Diapositivas metacognition1

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