Metacognition
Overview[edit | edit source]
Metacognition is an individual's self-awareness and understanding of their cognitive process [1]. Simply put, it is thinking about thinking - involving monitoring and controlling thought [2]. Thus, metacognition binds together all aspects of complex cognition by appraising the mental processes of problem-solving, decision-making, and planning actions[3]. Metacognition in learning is crucial as each time an individual evaluates their performance, knowledge, and skill while performing a cognitive task, they employ metacognitive processes. These may include metacognitive monitoring, metacognitive control, and self-regulated learning.
Example[edit | edit source]
In metacognitive monitoring, individuals ask, “do I understand?” while learning and correcting the lapses in understanding. For example, a student reading a textbook on the Indian Independence Movement may realize that they are not comprehending the context, converging timelines, and names of leaders. To correct this, they exercise metacognitive control that involves seeking an explanation that redirects toward the goal. While at it, they may begin by re-reading the paragraph to avoid errors in comprehension or move towards watching a documentary or discussion with peers to scaffold their understanding. Self-regulated learning is adopting multiple strategies of cognitive monitoring and control to achieve a complex goal. As a result, well-developed metacognition enables individuals to be effective and efficient in their learning.
Evidence[edit | edit source]
According to Martinez (2010) [4], students employing metacognitive strategies yield superior learning outcomes as they can calibrate themselves while studying or adopting a new approach. Wang et al [5] concluded that students with advanced metacognition skills learn and perform better than their peers who are still developing these skills. Moreover, learners are more accurate while making postdiction than predictions[6] as they critically evaluate the mental activity involved while they perform the task.
Critique[edit | edit source]
However, metacognitive processes can also be unhelpful, especially when individuals hold an illusion of knowing [7]. Thus, they may not spend enough time recalibrating themselves to the appropriate knowledge. Secondly, the task performance would get affected by overshadowing, that is, the negative verbalization of cognitive tasks. Thirdly, metacognitive judgments or feelings reflecting a negative self-evaluation would detract individuals from engaging in the process of learning [8]. Lastly, altering the course of existing procedural knowledge is challenging as it is often automatic.
Conclusion[edit | edit source]
Metacognitive abilities significantly enhance and improve individuals' awareness while learning [9]. Hence, learning designers need to ensure the integration of metacognition without adding strain or overshadowing, instead supporting individuals in self-reflecting to be better learners. One way is to align metacognitive strategies with learning tasks, especially for procedural and conditional knowledge [10]. Additionally, identifying strategies that students need to select and how to use them, especially given differences in how individuals can enact the same learning strategies. Next, it would be necessary to understand the standards of self-evaluation individuals hold during metacognitive processing and ideate solutions, especially for students who do not want to confront what they don’t know. Finally, it is vital to leverage the effect of ability, motivation, and skill on metacognition while integrating it into learning design
References[edit | edit source]
- ↑ Winne, P., & Azevedo, R. (2014). Metacognition. In R. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (Cambridge Handbooks in Psychology, pp. 63-87). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139519526.006
- ↑ Martinez, M. E. (2010). Complex cognition [Digital]. In Learning and Cognition: Design of the Mind (pp. 119–122). Merrill.
- ↑ Knauff, M., & Wolf, A. (2010). Complex cognition: the science of human reasoning, problem-solving, and decision-making. Cognitive Processing, 11, 99–102. https://doi.org/10.1007/s10339-010-0362-z
- ↑ Martinez, M. E. (2010). Complex cognition [Digital]. In Learning and Cognition: Design of the Mind (pp. 119–122). Merrill.
- ↑ Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84(1), 30–43.)
- ↑ Maki, R.H., & Serra, M. (1992). The basis of test predictions for text material. Journal of Experimental Psychology: Learning, Memory and Cognition, 18(1), 116-126
- ↑ Epstein, W., Glenberg, A. M., & Bradley, M. M. (1985). Coactivation and comprehension: Contribution of text variables to the illusion of knowing. Memory & Cognition, 12(4), 355–360. https://doi.org/10.3758/BF03198295
- ↑ Norman, E. (2020). Why metacognition is not always helpful? Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01537
- ↑ Welter, V. D. E., Becker, L. B., & Großschedl, J. (2022, May 5). Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning. Education Sciences, 12(5), 325. https://doi.org/10.3390/educsci12050325
- ↑ Stanton, J., Sebesta, A., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 1–7. https://doi.org/10.1187/cbe.20-12-0289)