Metacognition

Paper Summary:

This paper explains that metacognition is defined, essentially, as what we think about thinking and that this process impacts our beliefs and attitudes about learning, which in turn, affect our behavior. The paper explains the differences between metacognitive knowledge and metacognitive experiences and emphasizes that knowledge of the metacognitive process is a valuable tool for designing curricula and establishing effective learning environments.

Metacognition Defined and Illustrated
Metacognitive Knowledge
Metacognitive Experiences, Strategies, and Processes
Development of Metacognition and Its Traits
Metacognition and Learning
Beliefs and Its Impact on Learning
Learners' Beliefs and Language Learning
Identifying Learners' Beliefs about Language
Metacognition Training in Formal Education
Metacognitive Research and Teacher Practices
Conclusion

From the Paper:

"The common and therefore more simplified definition of metacognition is thinking about thinking. Metacognition falls under the umbrella of cognition, which consists of all the mental activities connected with thinking, knowing, and remembering. The two concepts differ in that cognitive skills are those required to complete certain tasks while metacognitive skills are those that determine how the tasks were executed. Researchers assert that 'metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning' (Livingston, 1). In other words, it's an individual's awareness and manipulation of his or her thinking and learning processes."

More papers on Metacognition:

• Research Paper # 145310 : "Metacognition"
• Term Paper # 98283 : "Metacognition and Problem Solving"
• Essay # 35587 : "Aging and Metacognition."

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